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Class 

Book _ k^23 

Copyright N°_ 

COPYRIGHT DEPOSIT. 



HOW TO TEACH 
KITCHEN GARDEN 




One Set of U iensils i 



OCCUPATION NO. 1. 

ARTICLES NEEDED. 

24 Bundles of sticks. 

5 Packages of paper (24 sheets in each packagf 
Representing 

Table-) I >tns 

I 1 iw< Is 

Napkins. 

Doylies 

Handkerchiefs. 



in ( UPATION NO 2. 

\K IIl1.ES NEEDED. 

24 Table tops. 
24 Boxes of dishes 
24 Boxes of knives and forks. 
1 I able-< loths. 

>4 Sets of napkins. 
24 I lish-towels, 

■ 4 < [lass-towels. 
J4 1 )ish-pans. 



OCCUP 



4 Bedsteads. 

4-2 Mattress made 
8 Pillows. 
8 Sheets. 

5 Blankets. 

4 Bedspreads. 

5 Chairs, 
24 Brooms. 

1 I tust-pan and bri 
1 Whisk broom. 
1 Feather duster. 

6 I lean bags 

a i ;heese-i loth ilus 




A Class oj? 24 Children 



)N NO. 3. 

NEEDED. 

o parts. 



OCCUPATION NO. 4. 



ARTICLES NEEDED. 



OCCUPATION NO. 5. 

ARTICLES NEEDED. 



24 Tubs. 

24 Wash-boards. 

24 Wringers. 

24 Scrub-brushes, 

8 Clothes-poles, 

4 Table-strips. 

8 Clamps. 
24 Bags of 1 lothing. 

8 Yards of clothes-line. 
.'4 Jump-ropes. 

■ 1 I' urels '-i pins. 
24 i I' »thes-hi irses 
24 Clothes-baskets. 
24 Irons and stands. 



Minus dinner sets. 
24 Pricked patterns. 
24 Tapestry needles. 
6 Skeins worsted. 
24 Muffin-rings 



<# 



HOW TO TEACH 



KITCHEN GARDEN 



OR 



©bject Wessons in Houseljoto Work 

INCLUDING 

SONGS, PLAYS, EXERCISES, AND GAMES 
ILLUSTRATING HOUSEHOLD OCCUPATIONS 

By EMILY HUNTINGTON 




NEW YORK 

DOUBLEDAY, PAGE & COMPANY 

1901 



THE LIBRARY OF 

CONGRESS, 
Two Cui-iej Received 

OCT. 7 1901 

COFYRIOHT ENTHV 

CLASS tf^XXo. No. 

/i V-7^ 

COPY 3. 



LW77 






Copyright, 1878 and 1901, 
By EMILY HUNTINGTON 



TO 



MY FRIENDS 



AND THE 



YOUNG LADIES OF NEW YORK CITY 

WHOSE NOBLE AND PERSEVERING EFFORTS HAVE ENABLED ME TO DEVELOP 

THIS SCHEME; 

AND TO THE 

MUSICIAN 

WHOSE INSPIRING ACCOMPANIMENTS HAVE EVER FANNED OUR ENTHUSIASM; 
THIS WORK IS MOST AFFECTIONATELY AND GRATEFULLY 

DEDICATED. 

WITH THE EARNEST HOPE THAT EVERYWHERE LITTLE HANDS MAY BE AIDED 
AND LITTLE HEARTS CHEERED BY ITS TEACHING. 



CONTENTS. 



PAGE 

Dedication 5 

The Name 9 

Introduction 13 

LESSON FIRST.— Stick-laying and Paper-folding: 

Introductory Suggestions 19 

Order of Exercises 23 

Opening March 25 

Wood Lesson 29 

Wood Song 30 

Stick-laying 32 

Counting Exercise 33 

Paper-folding 34 

Paper Lesson 35 

Folding Song 37 

Play. — Waiting on door 38 

Exercise. — Little Maggie 40 

LESSON SECOND.— Dish-washing and Table-setting: 

Introductory Suggestions 43 

Order of Exercises 57 

Table Song. — " When I was very little " 48 

Table-setting 50 

Song. — " See the Cook " 51 

Washing Kitchen Dishes 52 

Clearing the Table 53 

Song. — " Washing Dishes " 54 

Play. — Cleaning House 55 

Play. — Jack and Jill 56 

LESSON THIRD.— Bed-making: 

Introductory Suggestions 59 

Order of Exercises 65 

Play with Song. — " Bean-bags " 66 

Bed-making Song 68 

Bed-making Lesson 70 

Bed-making in Rhyme 71 

Sweeping Song 72 

Sweeping Lesson 74 

Play. — " Four little Girls went sweeping " j6 

Galop. — Brooms and Rope 77 

Waltz. — Broom Exercise 79 

Skipping Galop 80 

Exercise with Brooms 82 



8 CONTENTS. 

PAGE 

LESSON FOURTH.— Clothes Washing: 

Introductory Suggestions 87 

Order of Exercises 89 

Recitation no 

Lesson. — Washing. (First Part) 90 

Washing Song 92 

Lesson. — Washing. (Second Part) 95 

Washing Song. (No. 2) 96 

Scrubbing Song 98 

Jumping Rope Mazurka 100 

Clothes-line Exercise 101 

Close-line Song 102 

LESSON FIFTH. — Dinner-table Setting, and Pricking: 

Introductory Suggestions 107 

Order of Exercises 111 

Song. — " Oh ! How can a poor little Maiden ? " 112 

Dinner-table Setting 116 

Pricking Song 118 

Pricking Lesson 120 

Ring Play with Song. — " Waiting on Table " 124 

Song. — " Little Waiting Girls " 125 

LESSON SIXTH.— Moulding: 

Introductory Suggestions 129 

Order of Exercises 131 

Recitation 132 

Song.—" Pat-a-Cake " 132 

Moulding Lesson. (Part First) 134 

Moulding Song 1 34 

Moulding Lesson. (Part Second) 136 

Salt Song 1 36 

Message Game 1 38 

Message Song 1 38 

Exercise. Muffin Rings 140 

Play with Song. — " Old Cook " 142 

Play. — " Good Manners for Girls " 143 

SUPPLEMENTARY SONGS: 

School Time 147 

Mulberry Bush 149 

Come to the Kitchen School 1 50 

Programme for Public Exhibition 153 

Progressive Housework for Older Pupils 157 



THE NAME 



In 1S76 twenty-four little girls in the first Industrial School in New York marched 
from their kitchen into the large dining-room, carrying ordinary scrub-brushes adorned 
with the national colors, and because it was Centennial year scrubbed and swept to the 
tune of " Hail Columbia." The inspiration had come through the first sight of Kinder 
Garten games in an up-town school. Was it strange, when the remark was made, "You 
need a Kinder Garten in that mission in the slums," that one's thought should pass quickly 
over the bright, large school-room where the children were being well taught, to the room 
below stairs, where the little kitchen girls, with sober, uninterested faces, were taking 
their turn at work that they considered humiliating and tiresome, and that the reply 
should come quickly enough, " We need a Kitchen Garden " ? Yes, the name was suita- 
ble (an old-fashioned vegetable garden, where the homely, necessary, substantial things 
of life grew) to our system for teaching children how to make homely duties beautiful ; 
from little hints or seeds should grow much, adding to the comfort and beauty of a home. 
For eighteen years this Kitchen Garden has been the delight and joy of the poor. It 
seems scarcely possible that eighteen years and more have elapsed since fifty bright New 
York young ladies met in the beautiful drawing-room of the President of the school 
referred to. 

The gathering was for the purpose of discussing and assisting in this plan, called 
Kitchen Garden, already devised for teaching poor children how to make their homes 
more comfortable, and also to make them of real service if they should be received into 
families as helpers in any capacity. It seems but yesterday that the carriages rolled up 
the avenue and deposited load after load of fresh, sweet young girls, whose radiant smiles 
showed warm hearts, and the expression of whose faces said, plainly : "We are ready and 
will be glad to help if there is anything in the world we can do. But what do we know 
about house-work or house-keeping ? There are plenty of servants at home, and although 
they do trouble mamma, and are frightfully irritating at times, one cannot get on with- 
out them, since no one knows how to do their duties." 

So for further explanation all gathered around the long table in the spacious dining- 
room. The President and a few of the managers of the mission in whose interest the 
meeting had been called sat near to watch the proceedings and offer suggestions. As a 
kind of introduction to the lesson, the elder lady told of what value household knowledge 
was to her when a young bride. Her husband was then a junior partner in a large firm, 
and was obliged to stay in New York when the cholera raged. What would she have 
done when terrified servants fled from the plague-stricken city, when so many houses 
were closed by the dreadful sickness, when sorrow and death were all about her, had 
she not been able to take home duties upon herself. Then followed stories of the dilem- 
mas in which some of the ladies found themselves, and of how well others had acquitted 
themselves. 



Was it strange that, when the stories were ended, the young faces about the table 
were earnest and interested ? Boxes of toy dishes and small dish-pans and towels were 
produced and placed before each one, and at a word from the teacher the frolic began. 
Who knew how to wash dishes ? Which towel should be used first ? Should you have a 
dish-mop or a cloth ? How and when should you put it in the water ? One lively 
little lady tipped her boxful of dishes into the pan all at once, and began stirring them 
about with a spoon. 

In all the company there were few who knew that the glasses should be washed first ; 
that they should be slipped sideways into the water lest the sudden expansion by heat 
should crack them ; that they should be dried and polished with the finest towel, and not 
touched afterward with the fingers. Amid laughter and surprise at their own lack of 
knowledge in such matters the girls made prompt promises to teach if they themselves 
could first be taught. Arrangements for a monthly normal class were then and there 
made, and it was agreed that the same class should divide into companies, and have 
regular days for teaching at the mission. 

What a breeze, what brightness they brought with them ! No one knows but the 
children, who worshipped them as some rare beings ; and the children's families, who 
were never weary of hearing of the teachers who came in carriages with true live horses 
and gilded harness, who wore silken dresses and said such pleasant things, and, stranger 
than all, were rich ladies, and knew how to work. 

And this was the beginning of Kitchen Garden, and of all the interest in house-work 
that has since then swept over our country and across the ocean. For of course these 
volunteer teachers travelled, went south in winter and across the ocean in summer, were 
at hotels and country places and the seashore. So their novel experiences were told to 
one and another. Gentlemen and ladies, and even prosperous little children, heard of 
the young belles who surrounded drudgery with sweet smiles and graceful ways, who 
sang merry songs full of rules for dusting and sweeping and bed-making. 

Then other places heard of it, other cities wished for it, and just because those fifty 
young ladies in New York helped and worked and cheered the work on, industrial edu- 
cation has grown until it interests almost everyone. Three periodicals have sprung up 
in the interest of Kitchen Garden teaching, which in such an easy, lovely way elevates 
work that used to be considered degrading, and yet was designed by an all-wise Father 
to be so important a part of woman's life. 

But what of our young lady teachers themselves ? After ten years are you surprised 
to hear that many of them are married, and living in charmingly managed homes of their 
own ? and that their happy husbands are loud in praises of their systematic house-keep- 
ing, and wonder how they acquired so much wisdom and skill ? Some write from homes 
far away from New York, "You have no idea how Kitchen Garden helps me with my ser- 
vants and in my house-keeping." For so it is : one cannot help another without reaping 
a reward in one's own life. Neither is it strange that with others of the number who 
were helpers in the effort ten years ago, Fortune's wheel should have so turned around 
that what was undertaken in love, and for sweet charity's sake, should later be leaned 
upon for a support and salary ? To meet the necessities of these, others still were only 
too glad to find substitutes, and with their purses carry on their classes when distance or 
home duties made their absence imperative. Thus the kindly work begun by fifty in our 



city has come to be recognized as a profession, and the lessons intended to help poor lit- 
tle girls in one mission school have so interested others that Kitchen Gardens have been 
established not only in many American cities, but also in Canada, England, Ireland, Scot- 
land, France, and even in some heathen countries. The original Kitchen Garden Manual 
(the very lessons that were used by the first teachers in manuscript) is used to-day in vari- 
ous parts of the world, and has also suggested topics for lecture courses in many of the 
best young ladies' schools in this country. 

It is doubtful if Kitchen Garden will ever, in this country or any other, so elevate the 
honorable duties of house-maid and house-keeper that the position will be in demand. All 
we can hope from Kitchen Garden for years to come is to make house-keeping easier, 
home more comfortable and cheerful, manners more self-respecting and gentle, and if 
Cooking Garden is added to the Kitchen Garden, living more economical and healthful. 
While many already know, it may be necessary to explain for the benefit of those who do 
not, that Kitchen Garden is a system by which children are taught the many little duties 
which, when properly performed, go to make a home comfortable, except the cooking 
of food. The lessons are made interesting and restful, and as far as possible beautiful, 
elevating even the scrubbing of a floor or table. Observation is cultivated, and work- 
ing from principle engendered. 

" If our work we do and are happy too, 
Our Heavenly Father knows it, 
And he helps us sing life's best sweet song, 
And gives us grace to close it." 

The system is a combination of songs, exercises, and plays, designed in a thoroughly 
practical way to train a child in simple house-work. It is divided into six distinct parts 
or occupations, each taking a month to master. They comprehend the following details 
of domestic work : kindling fires, waiting on the door, bed-making, sweeping and dust- 
ing, completely arranging a room with the manipulations of broom, whisk-broom, 
dusters, etc. ; also all laundry processes, from the preparation of the tubs to the delicacies 
of polishing and folding ; scrubbing ; and laying a dinner-table in the due order of courses. 
In connection with this, a pricking-lesson teaches in Kinder Garten style the parts of 
beef and mutton, and how to cook and cut each. Last of all comes the mud-pie play. 
Moulding clay as a substitute for dough and pastry, the children knead bread, turn tiny 
rolls, cut out biscuits, and make pies. All the lessons are enlivened and emphasized with 
appropriate songs. Thus, with the simple device of toy appliances for real domestic 
apparatus, the children acquire the order, precision, and neatness essential to household 
service. The age of the children taught varies from six to sixteen. 

A room in a sunny situation, which is given up especially to the Kitchen Garden, 
is, of course, to be preferred. It should have a bright paper on the walls, and be deco- 
rated with the charts, brooms, and tins, as well as furnished with Kinder Garten tables 
and chairs. A large closet to keep the material in should open out from it. Such a 
room should be in constant use, being occupied by different sets of children. It is 
not, however, a necessity. A class can be taught in any room where there is enough 
space to have two tables, and benches or chairs for twenty-four children. Or, if the 
room is not large enough for this, there should be a smaller class and one table. The 

n 



classes usually consist of twenty-four, but they can be smaller or larger. One teacher 
acts as the leader; she should have two or three assistants, who will be at the piano 
and oversee the tables. The classes meet for two or three hours weekly. 

An interesting plan would be for fifteen or twenty young ladies each to buy a 
Kinder Garten table of her own, accommodating six scholars, provide herself with her 
own outfit, and be responsible for the advancement of her own six pupils. They could 
meet in a large hall, open the exercises with a song in which the entire school would 
join, and then separate into classes, much as is done in Sunday-school. The lesson, of 
course, would be uniform. 



INTRODUCTION. 



"QING while you work, my child," said a New England mother. 
^ " You will be twice as happy, and the time seem shorter." 

All accustomed to dealing with children, recognize the fact that the 
hour of labor must be varied, brightened, and cheered, to make it 
endurable to the little workers. 

The crying and growing evil of our own country and indeed of the 
world, for many years, seems to have been a shrinking from the curse 
(" by the sweat of thy brow, etc.") pronounced in the garden of Eden, 
which doubtless was intended by a loving and merciful heavenly Father 
to be a blessing to the race. 

How could this shrinking be turned into seeking — how could this 
ignorance, at the root of all the misery of the poor, be changed into 
intelligence, and so into joy ? has been a long pondered question. 

One child at a time, with line upon line, and precept upon precept, 
could be led through the varied path of house-work, but how to 
teach the masses, how to put courage into the drudgery, that was the 
problem. 

In schools they are taught to read in classes ; why not to cook, 
sweep, make beds, and wash dishes? 



H 



INTR OD UCTION. 



I spent hours of thought by day and night, when I came to really 
live among the poor of New York City. How prematurely old the 
little faces that gathered around me looked, how puzzled and anxious 
over every task, and yet how bravely those tasks were performed when 
explained and understood ! — How uncomplainingly they toiled, and 
yet how evident was their disgust at the toil, and how it was hurried 
through to be ready for the play-time. Poor little children ! must they 
always do what they hate ? My little lessons to little house-keepers, 
published by A. D. F. Randolph & Co. in 1876, was the first step; 
through that I was introduced to Miss Haines, so well known as a 
teacher in New York, and by her was invited to visit her " Kinder- 
Garten." — How shall I describe my joy ! My mystery was all solved. — 
There in a pretty, sunny room, among birds and flowers, sat children 
of the wealthy, building with blocks, and gradually learning the rudi- 
ments of geometry. In a moment my fancy painted my poor children 
in the same pretty framing, setting little tables, washing little dishes, 
all the time listening to corrections and suggestions from kind 
teachers. What happy little faces! work had become play, and the 
instruments of toil were playthings. — The same broom, only a little 
smaller, with a bright ribbon tied on the handle — the same cups to 
wash, only these were toys and so cunning ! — Such was the picture ; 
and with that before me, I worked on, dear kind friends helping 
me at every step, bright courageous young faces and voices cheering 
me to the end. 

The course planned, and its value proved by trial, I have put it into 
its present form, that others may use my " Kitchen-Garden," as I have 
called this system of teaching little children the rudiments of house- 
work in a bright, cheerful way. It is hardly needful for me to add 



INTRODUCTION. 



15 



that to reach the best results requires hard work and courage often 
renewed. 

The toys, or gifts, as " Kinder-Gartners " call them, which it is 
desirable to use in giving " Kitchen-Garden" lessons will be found 
catalogued and described in the body of this book. 

The lessons can be given in any school, the aisles being used for 
the exercises and the desks for the occupations, and if the toys cannot 
be procured, the questions, answers, and songs are useful without them ; 
but it is desirable to have a special room large enough to contain in 
its centre a circular path made by tracing upon the floor two circles 
with the same centre, the diameter of the smaller being about seven- 
teen feet, and " Kinder-Garten " tables about nine feet long. 

A class of twenty-four children seems to be the best; but as 
many dozen may be added as is convenient to furnish with teachers 
and toys. 

Plants and pictures cultivate the children's love of nature and art, 
besides making the place itself pretty. A Piano is indispensable, 
and a pianist, who can readily accommodate herself to sudden starts, 
stops, changes of time and other like interruptions of frequent 
occurrence, as the whole thing is controlled by chords on the Piano, 
and the children quieted or excited, as the case may be, by its tone. 

It is also particularly desirable that the teachers (who in my expe- 
rience have been without exception volunteers) should come to their 
classes with faces fresh and bright, and, if possible, they should be those 
possessed of enthusiastic and magnetic natures. The children will 
be fascinated and led by them, and quickly imitate their language and 
manners ; it also casts a halo about the work that these ladies know 
how to -do it. Again, while helping others, the " Kitchen Garden " has 



16 INTRODUCTION. 

a constant reflex influence upon the teachers themselves. Exercise 
of patience and perseverance strengthens these virtues, and the con- 
sciousness that the voice, tone, spirit, and manner will affect the little 
ones taught, cultivates a watchful control. Then the study of the 
subjects touched upon in the lessons (and they need deep study), 
makes the teacher powerful by her own knowledge to direct or to do 
in all house-keeping emergencies, except cooking, and as the " Kinder- 
garten " leaves the child at the door of the grammar-school, to pursue 
its studies, so the " Kitchen-Garden " opens the door of the cooking- 
school, and enters its pupil upon a more advanced course of education, 
the alphabet all learned. 

As surely as the progress of the present age is mostly due to the 
prevailing system of education, so surely will many of the womanly 
virtues of the future be traceable to this counter-attraction to the 
questionable amusements of the streets. 



THE NEW CENTURY KITCHEN GARDEN MANUAL. 

No attempt is made at teaching the fashions of the day, as in the 
first Kitchen Garden Manual. Only the rules of our grandmothers 
and great-grandmothers are given. The rapid advancement in home- 
making in the last twenty-five years has necessitated the revision and 
enlargement of the original book. The directions are fuller and more 
definite, the pictures taken from actual classes at work, more in keep- 
ing with the present methods. The old tunes that touch the hearts 
and sympathies of those whose homes were the embodiment of Chris- 
tian courtesies and graces combined with the eminently practical duties, 
remain unchanged. 



FIRST LESSON 




V. 
o 



SUGGESTIONS ON FIRST LESSON. zg 

INTRODUCTORY SUGGESTIONS ON FIRST 

LESSON. 

A large or small class appears to much better advantage in uniform 
caps and aprons. During Kitchen Garden lessons the children should 
be either seated around a table or in perfect lines or in a circle for 
games. All games should always lead out from a circle. This rule 
enforced preserves order throughout the lesson. 

Two tables are necessary for a class of twenty-four. The staff 
should consist of a Kitchen Gardener responsible for the direction of 
the lesson ; a musician who has a special adaptability to time and 
march music ; and one or two assistants at each table whose duty it is 
to see that the pupils understand and follow the Kitchen Gardener's 
directions, also playing in the games, and joining in and leading marches 
when it is necessary. 

THE LESSONS TO THE STAFF. 

It is well for the staff to meet and go through the detail of the 
lesson themselves at least once before it is given to a class. 



&■ 



CHILDREN'S LESSONS. 

While the staff or older people may be able to compass the whole 
lesson in one afternoon, they will soon find that little children will only 
advance a little way in it, because a child really learns nothing when 
it is tired. A skilful teacher will observe this and change the occu- 
pation from wood to paper, and then play, beginning the next day 
at the place where the lesson was left the previous day. In this man- 
ner the whole lesson will gradually be learned. 




Q ° O At the beginning 

H j— | ^ of the lesson the chil- 



:°x 



ana aj 

IH 
a p a cP) 



•2 dren are arranged in 

a. & 

a line for marching ; 
^ when the musician 
& plays a march they 



proceed to the tables (twelve children at each), marching down the 
centre, then around until a child is beside each chair. At a chord 



20 KITCHEN GARDEN. 

they face the tables ; second chord, pull out chairs ; third chord, march 
forward and turn toward the piano, then turn and march around be- 
tween the table and chairs until each comes to the place where she 
started ; fifth chord, face table ; sixth chord, be seated ; seventh chord, 
draw up chairs. 

Now the class is ready to hear the talk on wood. It is well to 
have a stick of kindling wood for the children to examine, thus making 
the lesson more forcible. Let them notice the wood of which the 
chairs and tables are made, then proceed with the wood-lesson as given 
in the Kitchen Garden book. After this the " Wood Song " may be 
taught them. Before the lesson the occupation material must be 
arranged on the piano or a table near it. Place upon four books or 
box-covers six packs of sticks, eight sticks in each pack, four red and 
four white ones. These have been previously sorted from the material 
and tied together with colored ribbons, worsted or string. 

At a chord the girls at heads of tables rise and march, two by two, 
down the centre aisle to the piano, where the teacher gives each a box- 
cover holding the sticks. These sticks are then given out, two girls 
marching by each table while the music plays. 

The packs are placed in an orderly manner in front of each child, 
taking care that each pack is directly opposite the one on the other 
side of the table. The music continues until the head girls are back 
at their places ; then by a chord they are seated, and the lesson is be- 
gun. Bits of newspaper may be given each child, and with these and 
the sticks they may be shown how to twist the paper and arrange a fire 
for lighting. The " Counting Exercise " given in the book may be 
sung with the words, " knife, fork," having the children point to the 
knife and fork as they sing, after they have laid the table for four 
persons. 

After the stick-laying lesson has been finished the four head girls 
rise and collect the packs and give out folding-papers in the same 
manner. Proceed with folding lesson as given in the book. After 
each child has folded a napkin, towel, doyley, etc., they may keep them 
to take home and show to their mothers. 

After the folding-song, it is time for the game. At a chord, chil- 
dren push back chairs ; second chord, rise ; third chord, face in line, 
march around between tables and chairs, one head girl stepping out- 
side and the others following her in line until all are away from the 



SUGGESTIONS ON FIRST LESSON. 21 

table. They march and form in a circle for a game of " Waiting on 
Door." Before playing the game the whole class announce it : 

" A game meant to teach us to wait on the door, 
And show you the way if you've not been before." 

The game is played as shown in the book. The two girls on the 
opposite side of the ring join hands, forming a door to the " imaginary 
parlor." Two chairs for parlor furniture may be placed inside the 
ring. The message may be varied by saying: "No, will you leave 

your name, etc.," as in the book, or, " Yes, but Mrs. wishes to be 

excused, as she is engaged with the dressmaker." 

At the end of each lesson the children form a line, and as the 
teacher stands at the door, each of the children, as they near the door, 
turn in their march, so that they face her, and make her a courtesy, 
and then take a backward step out of the door. 



ORDER OF EXERCISES. 



OPENING MARCH. 

{Facing Teacher } bow.) 



OBJECT LESSON. — WOOD. 



WOOD SONG.—" Little children, can you tell. 



OCCUPATION.— STICK LAYING. 



COUNTING EXERCISE. 



OCCUPATION.— FOLDING LESSON. 

{Distribute Papers. ) 



PAPER LESSON. 



FOLDING SONG. — " Here we sit together." 
RING PLAY with SONG.— "Waiting on the door." 



EXERCISE WITH SONG.—" Look at little Maggie." 



23 



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II 



FIH ST LESSON. 29 

II. 

WOOD LESSON. 

Speak of the uses of wood for ship-building, house-building, furni- 
ture, and fires; when and where coals were introduced. The Maple 
tree that has such a beautiful green in the spring, and bright red in the 
fall, is best for charcoal. The Chestnut and Oak that have the little 
nuts and acorns upon them, make the strongest ships that go to sea. 
The Pines that are green all the year round are best for boxes, indoor 
house-trimmings and kindlings. Over two hundred years ago, wood 
was the only thing to make fires of, and when they began to use coal 
in England, many were afraid to eat what was cooked over it. 

Best kinds of wood to burn are Hickory, Hard Maple, White Ash, 
and Yellow Oak. 

To kindle fires, Pine is best. 

Charcoal is made from wood. 

Charcoal will take away bad gases and odors. 

Wood ashes will polish tins. 

Wooden tubs and pails will dry and fall to pieces if kept in too 
dry a place. 

Wooden tables will grow gray and dingy if scoured with soap, but 
quite white if scoured with sand. 

Sand and cold water will take grease-spots out of wood. 

Wood should always be scrubbed with the grain. 

Cooking utensils should be made of some hard, tasteless wood, 
white maple being generally used. 

Never put garlic or anything with a strong odor into a wooden 
dish, as the wood will absorb the flavor, and the next article put into it 
will have the same taste. 



3° 



KITCHEN GARDEN. 






in. 

WOOD SONG 



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Little children, can you tell, 
Do you know the story well, 
How the trees grow in the wood, 
And for what the sticks are good ? 

First we learn in kitchen school, 
There we always work by rule, 
Laying them with greatest care, 
On the lines of every square. 



This to straightness trains our eyes, 
And we quickly grow so wise, 
'Twill only take a minute's look 
To find the slightest turn or crook. 



FIRST LESSON. 



3* 



Then about the matches learn, 
How they're made and how they burn, 
Not to scratch them on the wall 
Nor on the carpet let them fall 

Then we call them knives and forks, 
And we have our little talks, 
Of how many there should be, 
If our guests are two or three. 

Thus little children, though so small, 
Quite too young yet to know all, 
Still should learn these simple rules, 
Taught them at the kitchen schools. 



RULE FOR MAKING FIRE. 



Pine for kindling is the best, 
Split some fine, leave coarse the 

rest, 
Put paper first to start the fire, 
Then pile the kindlings on still 

higher ; 
Lay them so crossed they'll let in 

air; 
To choke a fire is never fair. 
Then always light it from below, 
That the flame may upward go ; 
Catch the whole, and light the 

sticks, 
Then with care the coal you fix, 
Only take it with a shovel, 
As from a hod 'twill fall on double. 



For twenty minutes it is meet 
That the coal you oft repeat, 
But never pile it up so high 
That the covers are too high, 
For it makes them warp and crack, 
When the stove you really pack, 
And best stoves are spoiled, 'tis 

said, 
If they get too hot and red. 
So at last the drafts you close, 
Your fire is made — but don't sup- 
pose 
Your work is done, for still you 

must 
Brush up the hearth, wash off the 
dust. 



32 KITCHEN GARDEN. 



IV. 

STICK LAYING. 

Lay in front of each child a bundle of sticks of the same length 
and size, eight in each bundle, tied with different colored strings. 

Ask the following questions : 

Question. What are these bundles made of? 

Answer. Wood. 

Q. What is wood used for ? 

A. To kindle coal. 

Q. Would coal kindle without wood ? 

A. No. 

Q. When is the proper time to gather the kindlings ? 

A. Afternoon, so that all may be ready for the morning's fire. 

Q. What do these sticks look like ? 

A. Matches. 

Q. What are matches used for ? 

A. For lighting the fire, gas, lamps, or candles. 

Q. Where is the proper place to scratch a match ? 

A. Always on the box, or on something made for the purpose, 
never on the wall. 

Q. Why? 

A. Because it will make an ugly black mark. 

0. Where should you throw the burned matches ? 

A. Into the stove or into some safe place. 

Q. What two important things have you learned now ? 

A. First. — That wood is used for kindlings, and the time to get 
them ready. 

Second. — That matches are used for lighting, where to scratch 
them, and where to throw them afterward. 

Children all repeat: 

We have learned two things with the sticks : 
First, about kindlings and where to get them. 
Second, about matches and where to strike them. 



FIRST LESSON. 



33 



Request the children, at a chord of the piano, to untie the bundle, 
laying the strings straight in the centre of the table ; then request them 
to lay the sticks on the up and down lines of the tables two squares 
from the edge, explaining the term squares. 

Ask them to count in concert, placing the first finger of the right 
hand successively on the sticks ; next ask them to remove every other 
one, beginning with the second, and take advantage of this to teach 
subtraction. 

Once more replace the sticks upon the empty lines, teaching addition. 
Count in this way, accompanying with the piano, one two, one two. 

Q. How many sticks has each girl ? 



A. 



Eight. 



Q. If half of the sticks were knives, and half forks, how many people 
could you have at dinner ? 
A. Four. 

Count thus, knife, fork, knife, fork, then place the point of the knife 
to meet the tines of the fork thus, |"~; then teach them to set a square 
table, bringing the knife at the right hand in all cases. 
Q. What are the sticks on the right called ? 
A. Knives. 

Those on the left? 

Forks. 

What important things have you now learned about setting a 



Q. 

A. 

Q. 

table ? 



A. First, to have the knives laid perfectly straight. 
Second, knives should always be placed on the right hand side, 
forks should always be placed on the left hand side. 



V. 
COUNTING EXERCISE. 



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34 KITCHEN GARDEN. 

VI. 

PAPER FOLDING. 

" Though washing-machines, wringers, and various new kinds of soap have greatly 
lessened the labor of washing, yet nothing has come into general use which does away 
with the old-fashioned laborious system of ironing. There may be mangles and things 
of that sort, which lessen the labor, but they are not common. To be able to iron 
nicely is a great accomplishment, and every young lady should know something about 
it. The wheel of fortune is so constantly turning that even the highest cannot tell how 
soon she may be glad of a little household skill in the matter. However neatly a gar- 
ment may be ironed, the effect is spoiled if it is not also neatly folded. Teach the 
little girls this in their first attempts at ironing, and they will remember it all their 
lives. Let the hems of handkerchiefs, pillow-cases, and the like, be brought together 
with mathematical nicety and then the folds carefully pressed down. 

" The old town of Anjou was once most remarkable for its folding of linen. It 
seems a little thing to distinguish a place, but one who witnessed a display of the grand 
old cabinets of its spacious mansions, would be likely to remember it ever afterward. 

" It was the pride of a housekeeper in such an establishment to throw open her great 
presses and reveal the curious contents. Here would be an immense sheet of heavy 
linen, shaped like a drinking trough. Around it would be four-and-twenty sheep, 
fashioned from other linen articles, all with bowed heads as if drinking. At the head 
stood a tall shepherd folded from some other garments. Windmills, abbeys, towers, and 
castles are very common, not to speak of the lesser articles, as napkins and the like, 
which are folded into beautiful shapes of lilies, roses, and other flowers." — Country 
Gentleman. 

Place in front of each child a square of paper all of the same size : 
place the longest finger of each hand on the edge exactly in the middle 
thus -I -1 } holding it firm, then at a chord struck on the piano, holding 
still with the finger, turn the paper with the thumb from down, up, 
making the corners meet exactly, which must be tightly held with the 
first finger while the crease is made with the nail of the thumb when 
the next chord sounds. Examine each one and praise or blame, being 
careful always to encourage where you cannot conscientiously praise. 

Repeat the same rules again and the same process ; request the paper 
to be turned so that the narrow part faces the children, then proceed as 
before and the result will be a folded square like a plain dinner napkin. 
Ask which side a napkin should be marked, hemmed, and ironed. 
Should the name show when folded ? 

By the same rules, and in the same manner, teach the folding of 
doyleys, table cloths, towels, etc., calling attention to the fringes, the 
different width of hems, etc. 



FIRST LESSON. 



PAPER LESSON. 

Paper adds to comfort and health in our homes in many ways. 

Lay it upon closet shelves and in bureau drawers. 

If it is put under carpets they will wear longer. 

Put between plants and the window on a frosty night it will keep 
the plants from freezing. 

It is good to rub windows with and to polish looking-glasses, as it 
leaves no lint. 

If neatly pasted over a broken window it will keep out the wind, 
and if greased or oiled, will admit light. 

If paper is folded in the bottoms of shoes it will save the feet from 
getting damp. 

Newspapers laid on a bed are as warm as a comforter. 

Tell the children of the manufacture and different kinds of paper. 



FIRST LESSON. 



37 



VII. 

FOLDING SONG. 



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Folding bits of paper, 

Learning while we're young. 

Learning to fold napkins As we ought to iron them. 
Learning to fold table cloths As we ought to iron them. 
Learning to fold doyleys As we ought to iron them. 
Learning to fold towels and handkerchiefs As we ought to iron 
them. 

Learning to fold everything As we ought to iron it. 



0° 



KITCHEN GARDEN. 



VIII. 

RING PLAY. 

Class form in a ring and circle round, singing the following song : 
WAITING ON DOOR. 



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Who've lately come to school ; 
They're going to learn to sing the kitchen song, 

And mind the kitchen rule. 
As they go round and around and around, 

As they go round once more ; 
And this is the girl, the very little girl, 

Who's learning to wait on the door. 



Then a little girl with a bell, who has walked around outside the 
circle, rings it back of the child who stands beside her, when the word 
door is sung ; she turns and faces the bell ringer, who asks politely if 
Mrs. Brown is at home, to whom the child addressed answers : Yes, 
ma'am, please let me show you to the parlor, then I'll speak to her. 

The little attendant leads the way across the ring and showing the 
guest into the imaginary parlor, standing at one side to allow them to 
pass in first. She then takes the bell herself, and thus the game con- 
tinues. Sometimes vary the answer by saying, " No, ma'am ; will you 
leave your name and a message ? " Also, " Yes, ma'am ; but she wishes 
to be excused." 



40 



KITCHEN GARDEN. 



IX. 

EXERCISE. 

The class forms a ring, the children with their heels together, and 
arms at the side ; the teacher taking a child into the centre of the 
circle, gives the four exercises for arms and limbs. 

Arms up, down, front, back, 

Feet right, left, both, rise and sing 




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Look at little Maggie, now we'll do the same. 

Tra la la la la la, 

Tra la la la la, 

Tra la la la la la, 

La la la la la la. 



SECOND LESSON 



SUGGESTIONS ON SECOND LESSON. 



43 



INTRODUCTORY SUGGESTIONS ON SECOND 

LESSON. 



While the children stand by their chairs facing the piano the 
" Table Song " is sung ; they then march toward the piano and turn 
between the table and chairs, take their seats and draw up their chairs 
by chords as explained in the first lesson. 

The table-boards, holding knife and fork boxes and breakfast-set 
boxes, are arranged upon the tables before the class is assembled, care 
being taken to have the boards placed in straight lines, those on one 
side of the table being set 
directly opposite those on 
the other. 

Position of boxes at be- 
ginning of lesson : 




Boxes upside down. 
Covers little drawn to right. 



Side-board. 
Long box. 



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Table-board. 

This one occupation 
will fill the time for the 
first lesson, so the articles 
may be returned to their 
boxes, omitting " clear- 
ing the table " and dish- 
washing until a later les- 
son. The covers may be 
only partly shut at the 
chords, until the last 



Next Position. 



When the square box is 
placed under the table-board 

Kitchen table. 

Square box cover, lift the box with the right 



Square box. 



hand and the board with 
the left. 



Side-board. 

Glasses, sugar-bowl, cups, 

saucers, tray-bowl. 




Kitchen-table. 
Platters, plates, 
dishes to be 
warmed. 

Box. 



44 



KITCHEN GARDEN. 



chord, when the children are told to push the covers on with a click as 
if made by one box ; this greatly delights the class. At a chord the 
girls push back their chairs and rising, each taking her board with 
boxes, they face and march. Two girls are taught to receive the 
boards and boxes as they are deposited, one to sort them, and the other 
to pile them neatly, either in the closet kept for the purpose, or on a 
table conveniently near. At this juncture much depends upon the 
size of the room. If it is large enough to play the games without 
moving the tables, no further preparation is necessary. However, if 
the room is small, the children march again to their places behind the 
chairs. At a chord they lift them, holding on to the backs, and place 
them upon the top of the table in orderly lines, taking care that the 
movement is accomplished with as little noise as possible. 

This opportunity may be taken by the teacher to explain the proper 
way of dusting a chair : " First the back, then the seat, then the 
rounds and last the feet." 

The tables are now ready to be disposed of. The girls at a chord 
may take hold and push them to the farther side of the room, one be- 
ing placed next to the other. They then march into a circle, and are 
ready for the " Motion Song," " See the Cook," which is announced 
by the following : 

" A game meant to teach us the duties of cooks, 
For the art of good cooking is not all in books, 
And the proof of the pudding is not in the looks." 

Appropriate motions are made to describe each clause of the song. 

When the children have learned to set the table correctly, they may 
be told to see how promptly they can do this ; then " clearing the 
table " and "washing dishes" may be added to the lesson. When the 
dishes are ready for washing they may be placed in lines described to 
the children as a procession. The glasses represent the band leading 
the march to the dishpan, then the silver, etc. 

" Washing Dishes " is now sung. The children at the first table 
sing " Washing dishes " ; then the second table echoes the same, then 
the first table sings, " suds are hot,'' and the second table echoes, 
throughout the song. At the last verse the class have dish-towels 
under the table and when " Put up High " is sung, each child holds up 
a dish-towel with both hands. 

When putting the dishes away see that they are placed in the boxes 



SUGGESTIONS ON SECOND LESSON. 45 

in an orderly manner. Here is the opportunity for describing the 
arrangement of the china-closet. All plates of one kind being placed 
in piles, the cups may be hung upon hooks if there is not room for 
them on the shelves. The teacher may take some of the plates and 
show the children how to make neat piles, placing smaller plates at the 
top. When putting away the silver see that all the handles are turned 
in the same direction. The knives and forks will become disarranged 
when the boxes are put away, but the children will learn by using this 
plan the arrangement of the silver-basket. 

By placing the table-cloths and dish-towels on top of the contents 
of the boxes, the dishes will be held in place, when the box-covers are 
drawn, and the boxes are upside down. See that the table-cloths are 
laid in so that the fringe will not be mussed when the box-covers are 
slid on. 

Instead of the game " Cleaning House," " Observation Play " may 
be substituted, using the same music and the words, 

Go round and round the table, 
Go round and round the table, 
Go round and round the table, 
In our observation play. 

Look from centre to the corners, 
Look from centre to the corners, 
Look from centre to the corners, 
And see how all things lay. 

Now close your eyes a moment, 
Now close your eyes a moment, 
Now close your eyes a moment, 
And see if there they stay. 

Kitchen Garden pans, trays, boxes or any articles about the room 
are placed on the tables. The children march around the tables and 
notice what is upon them, then close their eyes while articles are re- 
moved, then open them according to the song and guess what is miss- 
ing. They are instructed to hold up their hands when they notice 
missing articles, or a change in position. Then the teacher questions 
them, and those who notice the same changes drop hands. This game 
cultivates the power of observation. 

The class is dismissed from the circle and leaves the room accord- 
ing to the method described in Lesson First. 



ORDER OF EXERCISES. 



OPENING MARCH. 

{Facing Teacher, bow.) 



SONG.— "When I was very little." 



OBJECT LESSON.— TABLE-SETTING. 



SONG.—" See the cook in the kitchen." 



LESSON. — Washing kitchen dishes. 



OCCUPATION.— CLEARING THE TABLE. 



SONG. — " Washing dishes, washing dishes." 



PLAY. 
With SONG.—" Go round and round the circle." 



SKIPPING GALOP. 



PLAY.— Jack and Jill. 



47 



I. 

TABLE SONG. 






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When I was very little, I used to sit and think 
How hard my mother had to work, until my heart would sink. 
I tried to help her, as I could, but always did it wrong, 
That only made the matter worse, and her own work so long. 

Chorus. — So then I went to school, 
, So then I went to school, 
And there we learned exactly right, 
For we were taught by rule. 

We learned to set the table, we learned to make the fires, 

We learned to draw a cup of tea, the cup that never tires 

We learned to wash the dishes, and keep the kitchen neat; 

We learned to move more gently and quietly to speak. 

Chorus. — All this we did at school, 
All this we did at school, 
And there we learned exactly right, 
For we were taught by rule. 



And now we make a thankful bow, to all who teach us here, 
We know we never should know how, without their love and cheer. 
You bought us toys to teach us, you kept our courage up ; 
You set a little table, and asked us all to sup. 

Chorus. — All this we did at school, 
All this we did at school, 
And there we learned .exactly right, 
For we were taught by rule. 



50 KITCHEN GARDEN. 

II. 

TABLE SETTING. 

Have a table-board, and two boxes before each child, one containing 
dishes, the other small table-cloths, knives and forks and napkins. The 
dish-box upside down, with the cover started. The long box nearest 
the child. 

First chord, draw the long box cover and place at the left of board. 
Second chord, draw square box cover and place at the right. Third 
chord, long box in front of board. Fourth chord, square box in front 
of its cover. Place glasses, sugar bowl, tray bowl, cups and saucers on 
the long box, which is inverted and used as a sideboard or dining-room 
closet, other dishes on square box cover (kitchen table), silver and 
linen on long box cover (tray or silver basket). Fifth chord, place 
square box under board forming table. Sixth chord, spread table-cloth ; 
the side with the middle crease up is the right side. 

Q. What articles should be put on first ? 

A. Knives and forks. 

0. Where should knives be placed ? 

A. At the right hand. 

Q. Why? 

A. Because we use them with the right hand. 

0. Where should forks be placed ? 

A. At the left. 

Why ? Which do you eat with ? Where should the glasses be 
placed ? What are napkins for ? 

Explain in concert, pointing with the finger : 

These represent little breakfast tables. This is the coffee-pot ; it 
should be always scalded before the coffee is put in. This is the sugar 
bowl ; it should be always filled when taken from the table. This is 
the milk pitcher. This is the water pitcher. These are the teaspoons. 
These are the cups and saucers. These are the knives ; they should be 
placed at the right hand with the sharp edge turned toward the plates. 
This is the glass ; it should be three-quarters full of water. This is the 
fork ; we eat with the fork. These are the napkins ; they are to wipe 
our mouths and fingers and keep our dresses neat. This is the tray 
bowl ; it is to pour the dregs from the cups in. Always put the handle 
of the spoon on a line with the handle of the cup, in the saucer. These 
are the breakfast plates ; they should always be warm before using. 



SEE THE COOK. 



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A game meant to teach us the duties of cooks; 
For the art of good cooking is not all in books. 
And the proof of the pudding is not in the looks. 



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In the kitchen, 

In the kitchen, 

In the kitchen, 
See the cook in the kitchen, 

So early in the morning. 
She makes the fire and it blazes up, 

( With appropriate motions.) 
She takes the flour and sifts it through, 
Then with the milk she mixes it well; 
Then she rolls her biscuit out, 
And with the cutter she cuts them down ; 
With the fork she pricks them well ; 
Into the oven she shoves them then. 
The mill goes round and the coffee grinds ; 
The water boils, and she pours it on. 
Breakfast is ready, we butter the bread, 
But first we thank the Lord for food, 
Both night and morning. 



KITCHEN GARDEN. 



III. 

W ASHING KITCHEN DISHES. 

As soon as the meal is on the table, the kitchen dishes should be 
washed. 

The pot or skillet, as soon as it is emptied of the food, should be at 
once filled with water and put to soak. 

Four things are necessary to wash them properly — a large linen 
dish-cloth, an iron dish-cloth, a small scrub brush, and a whisk broom. 

First clean the sink by pouring the water out of pots and kettles, 
and scraping up all neatly from the bottom of the sink with a whisk 
broom. 

Burn the sink scraps, putting the stove cover on very close after- 
ward. 

After making hot suds, first wash all dishes used for mixing, then 
spoons and kitchen knives, then the tins, which should be put on the 
stove a few minutes after they are dried by the towel. 

Add hot water to the suds and wash inside of iron kettles with iron 
dish-cloth, and scrub outside with scrub brush. 



SECOND LESSON. ' 53 



IV. 

CLEARING THE TABLE. 

First put away all the articles that belong in the closet and side- 
board — the caster, sugar-bowl, and such things. Arrange your dishes 
for washing. During this exercise let the piano play. At a chord, fold 
the table-cloth. Next chord, four little head girls rise, distribute dish- 
pans, and take their seats. Explain in concert : We have our dishes 
ready, first the glasses, then the silver, then the pitchers, then the cups 
and saucers, then the plates and other dishes. Three things are neces- 
sary in order to wash dishes properly. Well-scraped dishes, hot suds, 
and proper towels. Collect the silver in a pitcher of hot water, throw 
the cold water from the glasses, rinse the cups, and scrape each plate 
separately and place in a pile. Make hot suds by putting a piece of 
soap on a fork and stirring briskly in the water. The towels should be 
clean and dry. Use the fine towels for the glasses and silver, the coarse 
ones for the plates and other dishes. The dishes should be rinsed in 
clear hot water. Look throup-h the glasses to see that they are clear. 
Never put the handles of knives in water. Knives should be scoured 
before putting in the box, so as to be ready for the next meal. Handle 
glasses with a towel. Wash glasses and silver, dropping the silver into 
the little box after wiping, while singing the song : 

"Washing Dishes." 

First chord, cover long box. Second chord, dish-pan on long box. 
Third chord, square box from lender the board and place on the top. 
Fourth chord, fill the box. The piano should play during this exercise. 
Fifth chord, cover square box. Sixth chord, long box on board, with 
pan on top. Seventh chord, rise, each child holding its own board and 
boxes. March to closet with articles, and march to seat. 



54 



KITCHEN GARDEN. 



WASHING DISHES. 



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First the glasses, first the glasses; 

Wash them well, wash them well. 
If you do them nicely, if you do them nicely, 

All can tell, all can tell. 

Then the silver, then the silver 

Must be bright, must be bright. 
Work away swiftly, work away swiftly, 

With your might, with your might. 

Then the pitchers, then the pitchers 

Come the next, come the next. 
Wash the cleanest things first, wash the cleanest things first ; 

That's your text, that's your text. 

Cups and saucers, cups and saucers, 

Follow now, follow now. 
Then you need to rinse them, then you need to rinse them, 

You know how, you know how. 



SECOND LESSON. 

Last the dish-pans, last the dish-pans 

Scald and dry, scald and dry; 
Towels on the clothes-line, towels on the clothes-line 

Put up high, put up high. 



55 



Lively. 



VI. 

PLAY. 

CLEANING HOUSE. 



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The class forms in two circles, one within the other, leaving a path 
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JACK AND JILL, 



Class form in three columns at the back of room. Stand to sing 
the verse, and at the chorus partners take hold of hands and advance, 
keeping step, until the word faster ; then retreat backwards. Second 
verse in same way. 



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Jack and Jill went up the hill, 

To draw a pail of water ; 
Jack fell down, and broke his crown, 

And Jill came tumbling after. 
Little girls should learn from him, 

* In carrying pails of water, 
Not to fill them to the brim, 

Lest they be spilling over. 

Chorus. — Two should step at the same time, 
One should not go faster, 
Or else you'll surely, surely meet 
With Jack and Jill's disaster. 

When you have a place to go, 

Or any thing to carry, 
Don't stop to talk with all you know, 

If you've no time to tarry. 
Two can hold a pail and walk, 

And never spill the water, 
But don't forget your work in talk, 

My little son or daughter. 

Chorus. — Two should step at the same time, 
One should not go faster, 
Or else you'll surely, surely meet 
With Jack and Jill's disaster. 



THIRD LESSON 



SUGGESTIONS ON THIRD LESSON. 



59 



INTRODUCTORY SUGGESTIONS ON THIRD 

LESSON. 

This lesson can be taught as it is in the book, but since the latter 
has been printed experience has proved that it is better to change the 
arrangement and, as in other lessons, give the game after the occupa- 
tion. When the children form a circle as usual, they skip once and 
one-half around the ring and come up in one column facing the piano. 
The circle is divided into couples in a manner which will be described 
later on. The first six couples in the columns are given bean-bags, 
one bean-bag for each couple. The persons holding bags keep them 
throughout the game. At a chord couples with bags " about face," so 
that the class is divided into two ranks, six couples facing the other 
six. When the movement "about face" is made, show the children 
how this may be performed so that the persons composing the couple 
do not turn their backs upon one another. 

The four mid- 
dle persons be- /'' """H Q n tj tj tj 

gin throwing \ 

their bag first. 

rr~ , , Small squares represent bags. 

1 he one who 

holds the bag throws it to her partner, the partner throws it to the 
person opposite, who throws it in turn to her partner. When " tra, la, 
la," is sung one couple pass under the lifted arms of the other couple 
and play with those then facing them, and so on until all the couples 
have had a turn. 

After the bed-making song has been sung the children take their 
places at the tables, which are arranged as follows before the lesson : 

The tables are not large enough to 
V~T I [ | i jlpy hold beds sufficient for each child, so 

only two beds and four chairs are used 
on each table. This is the only lesson in which each child is not busy 
all the time. After explaining and questioning the children about 
the care of a bed-room and bed as given in the book, the practical 
work may begin. 



60 KITCHEN GARDEN. 

At a chord the two girls seated at the heads of the beds rise and 
remove the spreads, shams and pillows that are to be laid aside for the 
night. They are told to fold the spread in its creases and to place this 
under the large pillows to press on a flat surface, either on a table or 
on a towel laid on the floor. 

At a second chord all girls rise and move one seat to the right. 
Next chord all but those at heads of beds take their seats. The girls 
standing turn down the bed for the night, first for one person, then 
for two. At a chord all rise and move one place to the right ; next 
chord all are seated but the two at heads of beds, who rumple them as 
if they had been slept in. At another chord all rise and move as be- 
fore. The girls standing remove bolsters and blankets, the latter being 
spread ov r er the chairs to air. At a chord all rise and move as before ; 
the two at heads of beds remove sheets and place on chairs to air and 
arch mattress so that air can blow under it. At a chord the girls take 
their seats while teacher explains airing a room and arranging it for 
the day. Next chord, all stand, move one place to the right ; another 
chord, all are seated but the two at the heads of the beds, who begin 
making the bed — turn the mattress and put on sheets — while the rest 
of the class recite the " Bed-making Rhyme " as the couples continue 
with their work. The next couple put on blankets and turn sheet 
down, when chords are played as before. The following couple put 
on spread, bolster, pillows and shams at appropriate chords. 

This entire process may be gone through with until each child at 
the table has had a turn. At the close of the occupation, when the 
class march away from the tables, those nearest the chairs and beds 
carry them and deposit them as explained in previous lesson. While 
the children are making the beds the teacher might explain to them 
the value of a " bed-stick." This is made of an old broom handle and 
should be hung by a string on a nail when not in use. It is most use- 
ful to smooth the sheets, etc., in a small room where the bed cannot 
be moved from the wall. 

For the sweeping lesson, it is best to have the dusters, pans, whisks, 
etc., at a place conveniently near the ring. The dusters, if made of 
bright-colored cheese-cloth of different shades, will give the room an 
attractive appearance and greatly please the children. The teacher 
gives each child one of the articles for sweeping as the children skip 
past her around the circle in couples. After the first child receives her 



SUGGESTIONS ON THIRD LESSON. 6l 

article she turns and takes the hand of her partner and marches in the 
ring ; each succeeding couple join hands after receiving their articles 
until the complete circle is formed. After all articles are given out 
the children stand in the ring, the four girls who hold brooms forming 
a cross in the centre. The brooms are held straight over the right 
shoulder. The teacher then questions class about lesson. As each 
article is mentioned the child holding said article raises it high above 
her head. After the lesson has been gone through with the children 
skip around in twos, with the exception of the four in the centre, who 
keep their places. The teacher collects articles, and the class join 
hands after giving up their objects and form ring as before, and an- 
nounce game. Now they are ready for the game " Four Little Girls 
Went Sweeping." Each of the four children sweeps one-fourth of 
the circle, thus : 

©Starting from the centre they sweep out toward the 
ring. When the brooms are given to new girls the 
former sweepers take the places of those who are to 
sweep. At the end of the game, class march from circle 
as usual. 
For the broom drill the brooms are arranged thus : 
on a table conveniently near the circle. The chil- 
dren form a ring, announce game, and ones and twos are counted 
off. One girl begins and counts " one " aloud, the next girl says 
"two," the following "one," the next "two," alternating, until the 
whole circle is accounted for. Then leaders are appointed. The first 
and second girls will be leaders of the first column ; the ninth and 
tenth girls leaders of the second column ; the seventeenth and eigh- 
teenth girls leaders of the third column ; hence there will be three 
columns with four couples in each. At a chord, class face in line ; 
second chord, the twos step up and join the ones. The couples then 
skip around in the circle and take brooms from the teacher, going over 
the distance of the ring one and one-half times. The teacher gives 
out the brooms crossed, as shown in drawing. The children stand 
shoulder to shoulder and grasp the brooms as picture in the book 
indicates ; though the hands are held in front, each child uses both 
hands — first, the hand of one child, then the hand of the other, alter- 
nating. 

The head couple skip with their followers down the centre of the 




62 KITCHEN GARDEN. 

circle toward the piano ; then leaders of second column skip to the 
right, followed by their three couples ; then leaders of their column 
skip to the left, followed by their three couples. While skipping and 
receiving brooms " Away how swiftly flying " is sung. 

After the three columns are formed facing the piano, the drill is 
begun. At a chord the brooms are placed on the floor. The girls 

on the inside have their brooms meet. 
Second chord, brooms are held across 
the knees ; third chord, brooms held 
across chest. Care must be taken to 
hold the brooms straight, so as to have 
even lines. The waltz is now played. The brooms are first raised 
straight over head, then brought back to chest, then forward and back 
to chest, down and back to chest. Twist over left shoulder and back 
to chest, twist over right shoulder and back to chest ; up and back to 
chest, up back of head, then to chest ; down behind shoulders and 
back to chest ; up and back to chest, forward and back to chest. The 
brooms are now placed in right hand touching the floor and class bend 
right knee and sway forward and back. Then left knee in same man- 
ner, finally alternate right and then left knee swaying forward and 
back to music. At a chord brooms are placed on shoulders. This 
ends the exercise. The girls in the middle column form an arch with 
their brooms and the other couples skip underneath. Alternating one 
couple from one column, the next couple from the other column. 
The brooms are held crossed in the same manner as when the drill 
began, until the girls pass from under the arch, when each places her 
broom on her right shoulder. Finally the girls forming the arch pass 
underneath until the arch is dissolved. All march around singly in 
circle singing " Broom Brigade." When " With our brooms " is sung, 
brooms are raised in the air. At the end of each verse the class halts 
in its march in the circle, and as the last words are sung the girls 
bring their heels together with a click. In the second verse the 
brooms are raised and pointed toward the corners when " In the 
corners" is sung. In the last verse the children stand still, and 
when "From the centre to the border" is sung, they make a circle, 
pointing with the brooms first inside the ring, then outside. While 
the children are standing in the circle before the beginning of 



SUGGESTIONS ON THIRD LESSON. 63 

the •' Broom Drill," that exercise is announced in the following 
manner : 

" All work and no play makes one really dull, they say, 
So when we've worked till we cannot sit still, 
We all fall in for a good broom drill." 

The game " Four Little Girls Went Sweeping" is announced thus: 

" This game is to teach us just how to sweep clean, 
And keep our room tidy and fit to be seen." 



ORDER OF EXERCISES. 



(March into the Room, forming Four Rings, Head Girls Leading.) 

PLAY with SONG.— "What are bean-bags made of?" 



(March to Seats.) 



BED-MAKING SONG.— " When you wake in the morning." 



OBJECT LESSON.— BED-MAKING. 
NURSERY RHYME.— BED-MAKING. 



SWEEPING SONG.— "Away, now swiftly flying." 



OBJECT LESSON.— SWEEPING. 



PLAY. — " Four little girls went sweeping.' 



EXERCISE.— BROOMS AND ROPE. 



BROOM EXERCISE. 



SKIPPING MUSIC. 



EXERCISE with BROOMS. 



65 



I. 

BEAN-BAG PLAY. 

The four rings circle around while they sing. Between every verse 
the bags are thrown, keeping time to the music. 



WHAT ARE BEAN-BAGS MADE OF? 



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What are bean-bags made of? 
What are bean-bags made of? 

Bed-tick and beans, 

Two great extremes, 
And that's what bean-bags are made of. 



66 



THIRD LESSON. 67 

What do beans grow for? 
What do beans grow for? 

To boil and bake 

And soup to make, 
And that's what beans do grow for 

What is bed-tick made for? 
W T hat is bed-tick made for? 

To cover our beds 

And pillow our heads, 
And that's what bed-tick is made for. 

What are games good for ? 
What are games good for ? 

To rest our brains 

And spare us pains, 
And that's what games are good for 



II. 

BED-MAKING SONG. 



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When you wake in the morning, 

At the day dawning, 
Throw off the bedding and let it all air ; 

Then shake up the pillows, 

In waves and in billows, 
And leave them near windows, if the day is quite fair. 



63 



THIRD LESSON. 69 

Beds made in a hurry, 

A fret and a worry, 
Are always unhealthy and musty 'tis sure; 

But left for an airing, 

Pains-taking and caring, 
And one must sleep sweetly, to know it is pure. 

The rules for bed making, 

If ever forsaking, 
You list to the careless and hurry them through, 

They'll soon grow so matted, 

So hard and so flatted, 
You'll wish you had listened, and kept them quite new. 



7o 



KITCHEN GARDEN. 



III. 

BED-MAKING LESSON. 

It is necessary to arrange a room three times daily : First, for airing ; 
second, for the day ; and third, for the night. Open the windows, lay 
off the bedclothes, and beat up the pillows. A bed should air at least 
an hour. Gather the soiled clothes and put them in a hamper or bag. 
Then do the other chamber work. There should be a pail for waste 
water, a pail of hot suds, two cloths for washing and drying the bowl 
and soap dish, two cloths, distinctly marked, for the other crockery. 
If the bowl or washstand Is of marble and the water hard, sometimes 
the soap will settle in a sort of black scum. To prevent this, wash it 
carefully every day and scrub it once a week with soda. The bath-tub 
should be washed every morning, after it has been used, and dried with 
a soft cloth or towel. 

To arrange the room for the day, make the bed and dust the room. 

Q. What three things are necessary to a well-made bed ? 

A. It should be level, square, and smooth. 

Q. How do you make it level ? 

A. By turning it every day from side to side or from end to end. 

Q. How do you make it square ? 

A. By folding the clothes carefully at the corners and sides. 

Q. How is it made smooth ? 

A. By drawing all the clothes, especially the spread, very tight. 

0. At which side of the bed should you stand to make it ? 

A. At the same side you stand to take off the clothes. 

Q. Why will it not do to stand one side when taking off the 
clothes, and the other side when putting them on ? 

A. Because they would get turned wrong. 

Q. How long should the top sheet come above the blanket ? 

A. At least a quarter of a yard. 

Q. How do you put on the under sheet? 

A. With the right side up. 




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THIRD LESSON. -j X 

Q. How do you put on the upper ? 

A. With the right side down. 

Q. Why? 

A. That the two right sides may come together, and the upper fold 
over right. 

Q. What can you do when the blankets are too narrow for a 
double bed? 

A. Put the top one from side to side rather than from end to end. 

O. What should be done with a bed on sweeping-day ? 

A. Remove all the bedding, and lifting each slat carefully, dust the 
bedstead ; then make the bed neatly, and cover till the dust is settled. 

O. How do you arrange the room for the night ? 

A. Close the blinds, draw the shades, light the gas, open the bed, 
take all the waste water from the room, and bring fresh water, espe- 
cially drinking water. 

O. How should the bed be opened ? 

A. The spread folded in its creases and put under the large pillows 
to press, and the pillow shams laid on top in some convenient place ; 
then the bedclothes turned down and the small pillows put on. 

BED-MAKING IN RHYME. 

She now turns the bed from the foot to the head, 
Then tucks in the sheet so smooth and so neat. 
At the foot folds the clothes, for fear of cold toes, 
To be tight at the side, the things must be wide. 
Turns it down at the top, that in you may hop, 
So now say your prayers, lay aside all your cares, 
And rest your small head in your neat little bed. 



KITCHEN GARDEN. 



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SWEEPING SONG. 



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It is our sweeping day ; 
For brooms and dusters hieing, 

To work without delay ; 
First open shutters wide, 
Move little things outside. 
Chorus.— Then sweep, sweep, sweep, my little maid, 
To make your room so neat. 



Look well into the corners, 
For cobwebs on the walls ; 

Don't leave the dusty mourners, 
All hanging there like palls ; 

But sweep them all away, 

Let not the smallest stay. 

Chorus. — Then sweep, sweep, sweep, my little maid, 
To make your room so neat. 



74 KITCHEN GARDEN. 

Now with short strokes and briskly, 

You brush the carpet o'er ; 
Your broom must not be frisky, 

But cling close to the floor ; 
Yet gently you must sweep, 
Not dig the carpet deep. 

Chorus. — Then sweep, sweep, sweep, my little maid, 
To make your room so neat. 

Now leave the dust to settle, 

Then wash the sills and doors 
With water from the kettle ; 

How steams it as it pours ! 
Then dust each little chair, 
And every thing that's there. 

Chorus. — And dust, dust, dust, and dust my sweet, 
To make your room so neat. 

V. 
SWEEPING LESSON. 

Q. How often should a room be swept? 

A. Thoroughly once a week, but brushed up every day. 

Q. How many things must you have to sweep a room properly ? 

A. A broom, a whisk-broom, a hair-brush, a feather-duster, a cloth, 
and dustpan. 

0. What is a broom made of ? 

A. Broom-corn ; and it becomes dry and brittle and should be 
frequently washed in warm suds. If it is held under the faucet daily, 
it is better. 

O. How should a broom be held in sweeping? 

A. Close to the floor. 

O. How should a broom be put away ? 

A. Hung on a nail. Never stood on the broom part; never with 
the broom turned against the wall to leave a soiled place. 

O. What is done with a hair-brush ? 



THIRD LESSON. 



75 



A. All the wooden parts of the furniture dusted. These brushes 
should be washed frequently, but not left to soak in the water, lest the 
glue be softened and the bristles loosened. 

Q. What is the feather-duster for ? 

A. To dust all pictures and ornaments beyond reach. This too 
should be washed, well shaken and hung to dry. It is made from 
refuse ostrich feathers and is very expensive, and should never be used 
for rough places, nor for the outside of windows or the house. 

Q. What is the whisk-broom for? 

A, To brush all around the edges of the room and under heavy 
pieces of furniture that cannot be moved ? 

Q. What is the cloth used for ? 

A. To polish after the hair-brush. 

Q. What is the first thing to be done in sweeping a room ? 

A. Draw up the shades and open the shutters, and remove all 
small bits of carpet and furniture. 

Q. When do you open the windows ? 

A. After the thick dust has settled and been wiped off". 

Q. Why not open at first ? 

A. Because the wind blows the dust about. 

Q. In wiping the sills and doors and base-boards, where should you 
stand your pail ? 

A. On a bit of carpet or thick cloth, so the pail will leave no mark. 

Q. When can a room be perfectly clean and yet not inviting ? 

A. When the shades are unevenly raised, the table-cloth and mats 
crooked, and the chairs not in their places. 

Q. How do you dust a chair ? 

A, First the back, then the seat, 

Next the rounds, and then the feet. 



KITCHEN GARDEN. 



VI. 

PLAY. 

Arrange the class in a circle giving four little girls brooms. While 
they sweep, the whole class sing the following words : 

FOUR LITTLE GIRLS WENT SWEEPING. 



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Dear little girls, go on sweeping ; 

Take a kind word and my broom, 

And try to sweep nicely the rest of the room. 

Thus the play continues. 

This game is to teach us just how to sweep clean, 
And keep our room tidy and fit to be seen. 



THIRD LESSON. 



77 



VII. 



GALOP. " Brooms and Rope." 



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VIII. 

WALTZ. "Broom Exercise. 



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With the shortest strokes we'll sweep, 
In the corners we must peep; 
First, the ceilings need attention, 
And the cobwebs we would mention, 
If we'd always have our room 
Filled with light and not with gloom. 



When our room is all in order 
From the centre to the border, 
We will let the lady view it, 
Sure that we will never rue it ; 
For our work is all well done. 
Now to other work we'll run. 



FOURTH LESSON 



SUGGESTIONS ON FOURTH LESSON. 87 



' INTRODUCTORY SUGGESTIONS ON FOURTH 

LESSON. 

Before the lesson the tables are arranged with a clothes-pole in each 
corner, and either ribbons or string attached for the clothes-line. In 
front of each child a tub is placed containing a wash-board and a bag 
holding clothes. 

After the recitation, " In Books and Work," etc., which is said 
while the children are standing, they take their seats according to ap- 
propriate chords. The teacher then questions the class about the 
washing-lesson, and tells them to sort the clothes. These are taken 
from the bags, which are converted into boilers by folding over the 
edges and pulling in the corners, thus : 
at the back of the tubs, taking care 
site the one on the other side of the 



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These are placed 
that each is oppo- 
table. The children 
are shown how to wash the articles in the tub and then place them in 
the boiler. This is done without using water. The questions upon 
washing in the book may be asked, and explanations made, while the 
children sort the clothes and afterwards when they are hung upon the 
line. 

At a chord, children roll up sleeves, they push back chairs and rise 
by chords, and are then ready to sing the " Washing Song." They 
place a towel or sheet in the tub, and when " In the Tub so Cheerily " 
is sung, they rub the article on the board, up and down, keeping time 
to the music. When "La, la, la" is sung, they dip the article in imagi- 
nary water and rub. When " Up and down " is sung, the same motions 
are made as at first. At the last, they pretend to rinse the article in 
water and wring it out, then shake it and hold it up. 

After this song all the clothes may be hung upon the line accord- 
ing to the directions given in the book. When the clothes are taken 
down the children are told to fold them neatly and place in the bags 
flat ; these bags are put away without drawing up the string of the 
bag, thus the work of sorting the clothes for each will not have to be 
done by the teacher before every washing-lesson. The head girls may 
be appointed to take down the clothes-poles and lines. At appropri- 
ate chords the head girls at each table rise, and one of them takes 
down the line, while the other unscrews the poles. When this is ac- 



88 KITCHEN GARDEN. 

complished the head girls at both tables march two by two, and deposit 
articles. When they are seated again at the tables the entire class 
rises at appropriate chords and marches out, each child carrying her 
tub with board and bag. The first girl collects the tubs, while the 
second girl gives scrubbing-brushes to those who have laid aside their 
tubs. The line of girls then march around between the chairs and 
tables, stopping at their separate places ; they place their brushes in a 
straight line on the table and are ready for the song. At a chord the 
children take the brush in the right hand, holding it with the end to- 
ward the left. They scrub from right to left, keeping the brush on the 
table. The teacher should explain to the children about the grain of 
the wood and how the dirt may be removed. When the song is sung 
the class scrub with the grain of the wood ; at the chorus they move 
the arms, holding the brush in a straight line, in time to the music. 
When the verse " With the Right Hand Fast " is sung, each child 
holds up her right hand, then clasps her brush according to the words 
of the stanza. 

(Also state the proper way of scrubbing a table. Use the brush 
for the top, and a cloth with sapolio or sand for the edge, holding the 
cloth so that the water will not drip on the floor.) 

After the song the children rise by appropriate chords, march out 
and deposit their brushes. 

The clothes-line exercise is played according to the directions given 
in the book. 



ORDER OF EXERCISES. 



{March into Room. Facing Teacher, bow.) 

RECITATION. 

{March to Seats.) 



OBJECT LESSON.— WASHING. (First Part.) 

(Sort Clot lies while Music plays. — Chord, Rise.) 



WASHING SONG.—" In the tub so cheerily. 



OBJECT LESSON.— WASHING. (Second Part.) 

(Hang Clothes while Music plays. March away with Tubs and get Scrubbing Brushes.') 



WASHING SONG. (No. 2.) 



SCRUBBING SONG.—" Scrub away at the break of day." 

March away ivitk Brushes and j>ut aivay Tables. 



JUMPING ROPE EXERCISE. 



CLOTHES-LINE EXERCISE, 
With SONG. — " For our ropes we skip away. 



89 



I. 

RECITATION. 

I 

In books and work and healthful play 

Let my first years be passed, 
That I may have for every day 

Some good account at last. 

II. 

WASHING LESSON. 

Q. What is the first thing to do about washing? 

A. Put the water heating. 

O. What next ? 

A. Sort the clothes, putting those to be washed together, in sep- 
arate piles. 

O. What must you do when the water is warm ? 

A. Make a strong suds. 

>Q. How do you make the suds? 

A. By cutting the soap in small pieces, and dissolving them in the 
water 

Q. Must you use any more soap during washing? 

A. Yes, on the most soiled places on the articles. 

Q. How many sides of a garment do you wash ? 

A. Both sides. 

Q. What should you particularly avoid ? 

A. Using the board for the finest and nicest clothes ; they are too 
tender to be used roughly. 

Q. In what order must you wash clothes? 

A. First the table linen, then the fine clothes, the bed linen, the 
coarse clothes and towels. 

0. When your table linen and fine clothes are washed, what do you 
do to them ? 

A. Put them into cold water to come to a scald. 



9 o 



FOURTH LESSON. 91 

Q. Why not put them in hot water 5 

A. Because it sets the stains. 

Q. After they have been scalded, what do you do ? 

A. Drain them out, and put them into clean cold water. 

Q. What do you do then to the coarse clothes ? 

A. Rub soap on any soiled places, and put them in the boiler. 

Q. How long do you boil clothes ? 

A. Twenty minutes ; too much boiling makes them tender. 

Q. After the clothes are boiled, what do you do ? 

A. Throw away the washing water, rinse the tub well, and partly 
fill with lukewarm water. 

Q. What do you put in this water ? 

A. A little bluing. Then rinse your fine clothes in this water, and 
let them lie in it until you drain your coarse clothes from the boiler 
and have put them into clean water. 

Q. What do you then do to the coarse clothes ? 

A. Rinse them thoroughly in the cold water, and then in the blue 
water, out of which the fine clothes have been taken. 

Q. How long do they remain in this water ? 

A. Until you have hung out the fine clothes. 

Q. What do you do while these things are out drying ? 

A. Starch the clothes that require it, and hang them out in the 
sunniest places. 

Q. How do you make starch ? 

A. Dissolve three tablespoons of starch in a little cold water ; pour 
on a quart of boiling water, stirring all the while. Before taking it off, 
stir a spermaceti candle around in the starch, and add a pinch of salt. 
Boil ten minutes. 

Three tablespoons of starch you take, 
Then with cold water paste you make. 
Pour on a quart of boiling water, 
Ten minutes stir and boil it, daughter. 
And now a pinch of salt will fix it, 
But with wax candle you should mix it. 
And laundresses who have been well trained 
Only use starch that is carefully strained. 



III. 

WASHING SONG. 



Words by Mrs. Elisabeth Prentiss 



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In the tub so cheerily our little hands must go, 
Washing all so merrily, and washing white as snow. 

Chorus. — La, la, la, etc. 

Up and down we rub the clothes, 
With all our might and main, 

Rubbing spots away ; 

And splish, splash, splash, off goes a stain, 
Splish, splash, goes the stain. 

Tra la la, tra la la, tra la la. 



While we wash, oh, readily, so white the garments grow, 
Rub and scrub them steadily, and let clear water flow ; 
While we wash, oh, readily, so white the garments grow, 
Rub and scrub them steadily, and let clear water flow. 
Chorus. — La, la, la, etc. 



IV. 
WASHING LESSON. 

Q. When clothes become yellow, or a bad color, from lying un- 
used, or from sickness, what do you do ? 

A. Take them from the hot suds and spread them on the grass or 
in the sun to bleach, for one hour ; then rinse them thoroughly in two 
waters. The last one should be blued. 

O. Is it ever well to leave clothes, any length of time, wrung out, 
in piles in baskets, waiting to be hung out to dry ? 

A. No, this makes poor work ; clothes become streaked by lying 
in coils as they come from wringing. 

Q. What should you do as you hang clothes ? 

A. Snap them, and pull them smooth and even ; this makes the 
ironing easier. 

Q. Which side out do you hang clothes ? 

A. On the wrong side. 

O. When do you dampen clothes ? 

A. At night. Sprinkle and roll tightly, and in the morning iron 
the starched things first. 

Q. Can you dampen clothes at night in summer ? 

A. No, they will sour before morning, and there is danger of their 
mildewing. 

Q. How do you wash flannels ? 

A. Wash them in warm suds, and rinse in clean hot water. 

Q. Washing done, what should you do ? 

A. Wash and dry the boiler in all the creases to prevent rust ; 
wash your tubs, and, if not stationary, set them in the cellar or some 
damp place. Heat your flat-irons. 

Q. What is necessary to good ironing ? 

A. An ironing table, bosom-board, skirt-board, and sleeve-board. 

Q. With what should these be covered ? 

A. A double thickness of blanket and muslin, tightly and smoothly 
drawn over them. 

Q. How can you tell when an iron is hot enough ? 

A. By trying it on the muslin-rubber. 

Q. When clothes are ironed, how do you fold them ? 

A. Each article should be pressed neatly and hung on the clothes- 
bars, leaving them there until perfectly dry. Fold shirts so that the 
bosoms will not be bent in the bureau drawers. 



95 



9 6 



KITCHEN GARDEN. 



W ASHING SONG. (No. 2.) 






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FOURTH LESSON. 97 



WASHING SONG. (No. 2.) 

Sort the clothes while water's heating, 

With the greatest care ; 
Stretch the line out in the sunshine, 

If the day is fair ; 
Rinse the tubs so nice and tidy, 

All the specks away ; 
So begin your work all nicely 

On the washing day. 

First wash well the table linen, 

While the water's clean ; 
Care for stains, you've learned the lesson, 

Let them not be seen. 
Then you rub them, cuffs and collars, 

All the streaks away ; 
Work by rule, and work so nicely 

On the washing day. 

When the washing is quite finished, 

And put out to dry, 
Every pair all hung together 

On the line so high, 
Put the flat-irons on the furnace, 

For it is the way, 
Always to press out the flannels 

On the washing day. 



98 



KITCHEN GARDEN. 



V. 
SCRUBBING SONG. 



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To make our homes look neatly ; 

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To make all smell so sweetly. 

Chorus. — Then scrub away in your very best way 
With a face so bright and cheerful, 
For a cheery face meets much more grace 
Than one that is always tearful. 

With the right hand fast, 

The brush you clasp, 

And hold it straight as a plummet, 

Then brush the wood in the grain you should, 

And quickly you have done it. 

Chorus. — Then scrub away, etc. 



If our work we do, 

And are happy too, 

Our Heavenly Father knows it, 

And he helps us sing life's best sweet song, 

And gives us grace to close it. 

Chorus. — Then scrub away, etc. 



{With appropriate motions?) 



L.oFC. 



IOO 



KITCHEN GARDEN. 



VI. 
JUMPING ROPE MAZURKA. 



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FOURTH LESSON. IOI 

VII. 
CLOTHES-LINE EXERCISE. 

Class form in a ring. First chord, class turn to the right. Second 
chord, form in couples. Lively Galop. First couple skip round to 
the teacher, who holds the jump ropes. She gives one little girl a rope 
and the child jumps rope back to her place, the others starting 
as soon as she is at a safe distance. Then the next couple, and so on. 
After the child has her rope and has returned to her place, she doubles 
the rope, and taking hold of both doubled ends, holds them on her 
hips. When every girl in the circle has her rope, and is in this 
position, the music changes to a Mazurka, the class advancing 
with the right foot, and rising and sinking and retreating, and rising 
and sinking four times, keeping the hands and rope in the original 
position. The left foot the same. Then the same exercise, only 
raising and dropping the right hand at the advance of the foot. Then 
the left hand with the left foot. Then alternating left and right hands 
and feet. 

The last couple that go for their ropes, should go into the centre 
of the circle at the beginning of this exercise, and standing with their 
backs to each other, act as leaders for the others. 

At the close of this exercise, while merry music is being played, 
the centre girls collect one end of the rope of each girl. When they 
are all collected, thus forming a wheel, the following song is sung: 



102 



KITCHEN GARDEN. 



VIII. 

CLOTHES-LINE SONG. 



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For our ropes we skip away, 
Every one to our little play, 
Showing you in our own way, 
What we do on washing clay. 
Showing you in our own way, 
What we do on washing day. 
See the clothes-line, how it blows! 
Put up high to dry the clothes. 
Stretch it in the bright sun-light; 
Always take it in at night. 
Stretch it in the bright sun-light; 
Always take it in at night. 



FOURTH LESSON. 103 

Now we leave our little play, 
Jumping with our ropes away; 
For all work and no little play, 
Makes a dreary washing day. 
For all work and no little play, 
Makes a dreary washing day. 

At the first verse, the girls holding one end of their own ropes, 
sway them in imitation of the wind-blowing. At the second verse, at 
the line " Always take them in at night," each girl takes her own rope 
to herself. At the last verse, " Now we leave our little play," the 
head girl jumps across the centre of the ring, out of the room, the 
others following as soon as a safe distance is between. Class returning 
without their ropes, forming in a ring, are dismissed. The closing 
of this game must be arranged according to the accommodations 
of the room. 

In actual washing, galvanized wire has come into use and has done 
away with rope, which had to be taken in at night and in case of 
storm. Of course the wire must be rubbed off before hanging out 
the clothes. 

This change does not necessitate giving up the game with the 
ropes, which is keenly enjoyed by the children. 



FIFTH LESSON 



SUGGESTIONS ON FIFTH LESSON. JO y 



SUGGESTIONS ON FIFTH LESSON. 

We are no longer able to get the toy dinner sets, and have found 
by experience that small folding tables and small dishes are more 
practical at this stage of the lessons. The picture illustrating this con- 
veys the idea clearly. 

The tables are placed in the centre of the room and the entire class 
form a half circle around them and stand during the singing of the 
opening song, after which they are seated in chairs behind them, by 
chords on the piano. 

Then the teacher counts off from one end : cook, first waitress, 
second waitress, four guests ; thus occupying seven children. The 
cook stands behind the kitchen-table and arranges and passes out the 
courses. 

Following is a list of dishes to be bought 

List of Articles. 

Soup plates Soup ladle 

Soup spoons Vegetable dishes 

Dinner plates Gravy bowl 

Table spoons Pudding dish 

Dessert spoons Individual butter plates 

Dessert plates Centre-piece of glass or china 

Knives Table cloth 

Carving knife Under cloth 

Forks Napkins 

Carving fork Glasses 

Bread plate Crumb tray 

Butter dish Finger bowls 

Salts and peppers Doylies 

Meat platter After-dinner coffee cups 

Soup tureen Sugar bowl and cream pitcher 



io 8 KITCHEN GARDEN. 

PART I. 

Table Setting. 

I. Lay table cloth. 

II. Knives and forks and soup spoons carried on a tray 

III. Napkins on tray, handled by rings. 

IV. Ornament in centre. 

V. Salt cellars carried on tray. 
VI. Glasses placed behind the salt cellars. 
VII. Table spoons on at corners. 

Carving knife and fork placed by the seat of the host. 
Ladle placed at the seat of the hostess. 
Fill glasses three-fourths full. 
Place soup tureen. Chairs last. 
Both waitresses walk forward and stand side by side a little dis- 
tance in front of the table and sing the waitress's song. Then the two 
waitresses take positions back of the host and hostess at the words 
"Quietly go on my way." Then announce " dinner is served." At a 
chord the four guests stand and file to the table, and at another chord 
sit at tabic. 

At the teacher's discretion grace is suggested and explained, and 
sometimes the whole class chants the following : 

God is great and God is good, 
And we thank him for our food, 
By his hand must all be fed, 
Give us, Lord, our daily bread. 

The children are now taught the use of a napkin and the use of a 
soup tureen, how the bowl of a spoon is pushed from one, and many 
other table manners which will readily suggest themselves to the 
teacher. 

Thus far seven children have been employed. The remainder of 
the class by this time may be restless and the guests for the second 
course may be changed, and at the close the remainder may clear the 
table for washing the dishes, etc. 

When the lesson is given the second time, those who have not been 



SUGGESTIONS ON FIFTH LESSON. 



109 



employed should have a turn. All changes should be made by chords 
and short strains of a march as the children walk about the room. 

As this is the fifth lesson, the teacher will have learned how to 
conduct the class on orderly methods. 

At the close of three courses the waitress should sing to the tune 
of "Buttercup": 

And so we serve dinners, 
Just simple home dinners. 

(As in the child's primer.) 

The waitress goes to the right hand to place anything before one, 
and she passes to the left hand anything for one to take. 



PART II. 

The song at the beginning opens this part of the lesson, and its 
conduct is described in the book and as much told of the different 
charts as it is worth while to teach the children, as they are only pre- 
paratory to cooking lessons. 

The beating-egg song can be added to by explaining why the air 
is thrown into the egg and modern egg-beaters, among which the 
" Dover " leads. 



ORDER OF EXERCISES. 



{March into room. Facing Teacher, bow.) 

SONG.—" Oh ! how can a poor little Maiden." 

{March to Scats. ) 



OBJECT LESSON.— DINNER-TABLE SETTING.' 



PRICKING SONG.— " Pricking, pricking, pricking, lightly." 

(Portfolios distributed by Head Girls.) 



OCCUPATION.— PRICKING LESSON. 



RING PLAY WITH SONG.—" Waiting on Table." 



* For the dinner it has been found desirable to use small folding- tables and china dishes, 
making a soup-tureen of a gravy-boat and soup-plates of small oyster-plates and other dishes to 
correspond. 



I. 



OH! HOW CAN A POOR LITTLE MAIDEN? 



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Oh ! how can a poor little maiden like me 

Ever hope in the service of ladies to be ; 

To handle and carry all things with great care, 

The china and glasses and bright silver-ware : 

There will be dishes to wash and tables to set, 

With breakfasts and dinners so patiently met ; 

The knives and the forks should be shining and bright, 

The linen so snowy our hearts to delight : 

For why try to be a good little maid, 

Unless to these things attention we've paid ? 

For all homes we well know, to be happy and sweet, 

Must be tended by hands that are nimble and neat, 

And hearts that are willing all duty to meet. 



Il6 KITCHEN GARDEN. 



II. 

DINNER-TABLE SETTING. 

Arrange tables by chords as in Second Lesson, making large box 
the sideboard, large box cover the cook's table, small box cover 
the tray, and small box to support table board. 

Q. How many tables must you arrange in preparing a dinner ? 

A, Three: Sideboard, cook's table and dinner table. 

Q. What do you put on the sideboard? 

A. Glasses and extra dishes. 

0. What do you put on the cook's table ? 

A. All the dishes that are to be warmed. 

Q. Which dishes should be warmed ? 

A. Soup-tureen, vegetable-dishes, platters, plates and gravy-boat. 

Q. How should a table-cloth be laid? 

A. Right side up and straight. 

Q. On how many sides should a table-cloth be ironed ? 

A. On one side; because it polishes and shows the pattern better. 

Q. For how many courses should you set the table ? 

A. Three simple courses. 

Q. What do you put on the table first ? 

A. Knives, forks, butter-plates, napkins, glasses, salt and pepper. 

O. How should second course be placed on the table ? 

A. All the covered dishes should be put on first so as not to 
leave uncovered ones to cool. 

Q. What should be done between removing the dinner and 
brinmnar in the dessert? 

A. Everything should be taken from the table but the cloth, 
glasses and fruit, and the crumbs should be brushed off. 

Q. How should the dishes be removed ? 

A. One in each hand, never piling them together. 



FIFTH LESSON. 



II 7 



Q. Explain the first course of a three-course dinner. 

A. We have our table set for the first course with the soup-tureen 
in front of the lady of the house. If we wait upon the table, we must 
first stand behind the lady's chair, then step to the right and take the 
cover from the tureen this way (taking the cover by the handle and 
inverting it), and place it on the sideboard in this way (in the same 
manner) ; then step to the left and pass the plates. 

Q. Why not take the cover off the tureen from the left ? 

A. Because you would be obliged to reach in front of the lady. 

Q. At which side do you stand to place plates ? 

A. At the right. 

Q. In passing dishes from which persons are to help themselves, 
which side do you stand ? 

A. On the left. 

Q. Why? 

A. That they may use their right hand. 

Q. Which articles must you place before people ? 

A. Soup plates, clean plates, and fruit plates with finger bowl, etc. 

Q. Explain the second course. 

A. We have our table set for the second course with the platter in 
front of the gentleman, the vegetables in front of the lady, leaving the 
sides for the smaller dishes. We must stand near the gentleman while 
he carves, then step to his left to pass the meat. 

Q. What vegetable do you pass immediately after the meat ? 

A. Potatoes. 

Q. Explain the third course. 

A. We have our table set for the last course, which is called des- 
sert, with the pudding-dish upon a plate, with saucers and spoons to 
serve it, in front of the lady. 

[Buttercups 

And so we serve dinners, just simple home dinners, 

To teach us, how kindly you try, 
Soon we hope to be able to set a large table, 

And all of your wants to supply. 



nS 



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III. 

PRICKING SONG. 



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Stitching, stitching, stitching tightly 
All the points we've made before. 

Some have pans and some have kettles, 
Some have oxen, cows and sheep, 

Some we learn are made of metals, 
Some are only fit to eat. 

Some have little chick-a-biddies, 

Such as live on any farm ; 
Some have sleepy little kitties, 

Kitties never do much harm. 



Flowers to grow upon our paper, 
As we stitch the colors bright, 

Showing you the little maker, 
Learning many things by sight 



IV. 
PRICKING LESSON. 

Distribute to each child a portfolio, pad, card, pattern and needle. 
The simplest to the smaller children. 

The children should be directed to lay their pads flat on the table, 
two squares away from them. 

On the pad place the paper ; lay the pattern upon that ; holding it 
firmly, prick through the cloth. 

The teacher should overlook each child, asking the use of the 
article they are copying, and how the articles they represent should be 
cared for; washed or scoured, as the case may be. Some of the children 
might have the animals and learn the different parts ; thus, 

Q. What have you ? 

A. A sheep. 

Q. What is the flesh of a sheep called ? Is it beef, or pork, or mutton ? 

Call attention to the chart. 




i. Shoulder. 
4. Leg. 



MUTTON. 

2, 2. Neck, or Rack. 
5. Breast. 



3. Loin. 



Mutton should be of a dark color. 

Mutton chops are generally taken from the Loin. 

A Chine is two Loins. 

A Saddle of Mutton is two Legs and two Loins. 

The Leg is often cut into slices for broiling. Many cure and 
smoke the Leg and call it smoked venison. 



FIFTH LESSON. 



121 



A Lamb is a young Sheep. Good young Lamb should be small, 
pale red, and fat. Lamb is divided into two four-quarters and two 
hind-quarters. 

The Loin is roasted. 

The Leg is boiled, or stuffed and roasted. 

Lamb chops taken from the Ribs are the most delicate, but those 
taken from the Loin have the most meat. 




BEEF. 

i. Cheek. 

2. Neck. 

3. Chuck Rib, or Shoulder, having four ribs. 

4. A Brisket. 

5. Fore Shin. 

6 & 7. Plate pieces ; the front one is the Brisket, and the back one 
is the Flank, and is divided again into the Thick Flank, or upper Sir- 
loin, and the Lower Flank. 

8. Standing Ribs, divided into First, Second, and Third Cuts. 
The First Cut is next to the Sirloin, and is the best. 

9. Sirloins. 

9 & 10. Sirloin Steaks. Sometimes called Porter-house Steaks. 

11. Rump, or Etch Bone. 

12. Round, or Buttock. 

13. Leg, or Hind Shank. 

The Sirloin is to be roasted, and it is considered the best piece for 



I2 2 KITCHEN GARDEN. 

Steaks. The piece next forward of the Sirloin is nearly as good for 
roasting, and less expensive. 

The Round is used for corning, or a la mode. 

The Edge or Etch Bone is corned or for soup. 

The Hock or Shin is used for soup. 

The Rib pieces of the Fore-quarter are used as roasting pieces. 
The First Cut, which is next the Sirloin, is the best, and the others are 
better for corning. 

The Head is used for mince-pies, and the Tongue for corning. 

The remaining pieces are used for salting down, stews, soups, and 
mince-pies, according to various tastes. 

The Tail is used for soup, the Skin for leather, the Horns for but- 
tons, combs, and knife-handles. The Hair is put in mortar. The Hoofs 
are made into glue, and the Tallow is tried up for candles. 

The meat of a calf or young ox is called Veal. 

The Fillet and Loin and Shoulder are the best for roasting. 



FIFTH LESSON. 



12' 




I. Leg. 

4. Spare Rib. 



PO RK. 

2. Hind Loin. 

5. Shoulder. 



3. Fore Loin. 
6. Spring. 



The meat of the pig is called Pork. 

In good Pork the fat should be hard and white, and fine in the 
grain, and the rind thin and smooth. 

When the Leg is smoked and corned it is called Ham. 

The Spare-ribs are roasted. When they are separated they are called 
Pork Chops. 

The Shoulder sometimes is corned and boiled. 

That which is to be salted down, must have all the lean taken out 
which is to be used for sausages, or broiling. 

The Feet are for jelly, head-cheese, and sauce. 

Venison. In this country nothing is used but the hind-quarter. 
Two legs and two loins are called a Saddle. 



I2 4 



KITCHEN GARDEN. 



V. 
WAITING ON TABLE. 

Class form in circle, with table-boards in hand. March round, 
singing the verse through twice. Then, at a decided chord on Piano, 
face outward like the picture, and sing the chorus. Each child being 
taught to bend from her waist, and so hold the tray low enough to be 
conveniently reached by the person to whom it is passed. 



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LITTLE WAITING GIRLS. 

AlR "Patience." 

I. 
We're little waiting girls, just little waiting girls, 
We wait on the table as well as we are able, 
For little waiting girls. 

2. 

To guests we pass things first, and to the family last. 
First to the ladies and then to the gentlemen, 
Things are always passed. 

3- 
To make a shocking noise is always very bad, 
To knock a dish or drop a dish 
Is very, very sad. 

Chorus. 
We pass the tray like this, we pass the tray like that, 
Try to hold it, always hold very, very flat. 



SIXTH LESSON 



Since the forming of cooking classes for children, this lesson 
has not been in much demand. The utensils are very expensive and 
the clay hard to keep. These utensils are only sent on special order. 
The songs and the rules given in the lessons are still used, however. 



SUGGESTIONS ON SIXTH LESSON. , 2g 



SUGGESTIONS ON SIXTH LESSON. 

This lesson is a preparation for a cooking course which we hope 
all teachers will undertake. The Cooking Garden is arranged to sup- 
plement the Kitchen Garden work. 

The clay should be in the form of a two-quart brick of ice-cream, 
on a board in front of the teacher. The children, marching with indi- 
vidual boards in hand by the teacher's table and securing their portion, 
march around and seat themselves in their places to music, as in other 
Kitchen Garden lessons. 

(i) The teacher gathers hints for introduction to the clay from the 
Manual, then asks each child to make four little apples, which finished 
should have a stem and eye and be as much like apples— not like 
marbles — as possible. 

Now tell what to do with apples when they come from grocery, 
what parts are thrown away, what to use. 

(2) Now, by chords, select and hold up to view the pie-plate, roll- 
ing-pin, knife and fork, and all necessary utensils for making a pie, and 
place on the cover of the box, which should be laid on the further 
end of the box, cross-wise, forming a table, the individual board to be 
used as a pastry-board. 

The clay cannot be rolled as thin as pie-crust. This must be ex- 
plained, also that the pie-crust should be handled as little as possible. 
Calculations should be made to roll as nearly the size of the plate as 
possible. 

Now proceed with lower crust. Then slice the apples into it and 
arrange as evenly as possible, then cover. 

Describe different pies ; mince-pies need to be firmly pressed to- 
gether to prevent boiling out, and allow the children to ornament with 
fork, in their own taste, and at the end the teacher should show, for 
example, those which for every reason excel the others. 

At later lessons, form and arrange turkeys and chickens, showing 
how to truss and pinion them for roasting. These, in addition to the 
butter-pats, biscuit, and different kinds of rolls, will make the children 
more competent when they actually cook. 

This lesson is much enjoyed by the children. The occupation is 
closed by the moulding song. The knives and utensils are rubbed 



130 



KITCHEN GARDEN. 



with brown towels from the dish-washing lesson. The clay is gathered 
into a ball on the individual boards, and when boxes are packed and 
in order, the class rises and marches around to teacher's table, and 
the teacher then moulds the clay again into form, and it is put away 
in a wet towel for further use. 

A wet towel and a dry one, hung side by side, when the children 
pass it, as they march to their seats, will take care of their hands, and 
the space is formed and chairs moved for games as in other lessons. 
The play, " Old Cook," is worth very little, but is loved by the children 
and teaches them not to be rude and noisy. The muffin song is fully 
described in the Manual and closes the lesson. 



ORDER OF EXERCISES. 



(March into Room. Facing Teacher, bow.) 

RECITATION. 



SONG. — " Pat-a-cake, pat-a-cake, baker's man." 



OBJECT LESSON.— MOULDING. (First Part.) 
MOULDING SONG.—" Sing a song of sixpence." 



OBJECT LESSON.— MOULDING. (Second Part.) 



SALT SONG.—" O dear, what can the matter be?" 



MESSAGE GAME. 



PLAY with MUFFIN RINGS. 
WITH SONG.—" Silly old hen, to tell it so plain. 



RING PLAY.— OLD COOK. 
With SONG.—" Three little girls, like birds in their nest. 



PLAY. — " Good manners for girls. 



131 



I. 

RECITATION. 

The last Kitchen Garden lesson this year; 
We've a great deal to thank you for, teachers dear, 
For so kindly and patiently guiding us through ; 
So much we could never have learned without you. 

We have had such a nice time every day, 
With a rule in our work, and a rule in our play ; 
The duties thus taught us so sweetly in song, 
Will live in our memories all our lives long. 

And if our faces are cheerful and glad, 
Think ! but for this they might have been sad ; 
For to work when one has learned the way 
Is almost turning work into play. 



II. 

PAT-A-CAKE SONG. 




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Pat-a-cake, pat-a-cake, baker's man, 

Now do I, master, as fast as I can ; 

Roll it, and roll it, and mark it with T, 

And toss it in the oven for you and for me. 

Ha, ha, ha ! you and me, moulding day, don't I love thee ! 



134 



KITCHEN GARDEN. 



III. 

MOULDING LESSON. 

First Part. 

Q. How should you use the pats in making real butter balls ? 
A. They should be dipped first into warm water, then into cold. 
Q. Of what use is the rolling-pin ? 
A. To roll biscuits, cookies, etc. 
Q. How do you prevent its sticking to the dough ? 
A. By lightly rubbing it with flour. 
Q. What should be done to the baking-pan ? 
A. It should be larded to prevent things from sticking. 
Q. What should be done while using the biscuit and cookie 
cutter? 

A. They should be often dipped in dry flour. 

In making Pies, take, as nearly as possible, the amount of clay 
needed ; then roll the crust and hold the plate over occasionally to see 
if it is rolled near the right size. 

Show how the top crust should be laid on, and the edge ornamented 
with the fork. 



IV. 
MOULDING SONG. 



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Sing a song of sixpence, a bag full of rye, 
Four-and-twenty blackbirds baked in a pie ; 
When the pie was opened, the birds began to sing ; 
Wasn't that a dainty dish to set before a king? 



Little girls are learning how to mould the bread ; 
How to roll the cookies, just as teacher said ; 
How to hold the cutter, with the greatest care, 
Making all their moulding fit for anywhere. 



Clay we use for batter, while we little know; 

But as we get older and the wiser grow, 

Flour and meal you'll give us, for we've learned to-day 

How to mix and mould them, kneading with the clay. 



136 



KITCHEN GARDEN. 



V. 
MOULDING LESSON. 

Second Part. 
Q. What do you learn from the moulding lesson ? 
A. How to handle different cooking materials. 
Q. What kinds of dough should be much kneaded? 
A. Bread, biscuit, and rolls. 

Q. What part of the hand do you use in kneading bread ? 
A. The part near the wrist. 

Explain why bread, rolls, and biscuit made with yeast need to be 
formed small, and placed a little apart that they may have room to 
rise, and those without yeast will be nearly the same size after baking 
as before. 

That two loaves of bread baked in the same pan must be of the 
same size, to cook equally. 

The biscuit and loaves of bread should be pricked to prevent 
leaving coarse holes and hollow spaces under the crust. 



VI. 
SALT SONG. 



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For the table we roll it, and pound it and sift it ; 

For brine you need coarse salt, you scarcely can lift it ; 

For cooking use finer, but to put on the table 

Get jars of the best British salt. 

Salt, salt must have a good savor, 

To give all our cooking its very best flavor; 

And girls who are careless of wrong and right doing, 

Are worthless as savorless salt. 



138 



KITCHEN GARDEN. 



VII. 

MESSAGE GAME. 

Place Kitchen Garden chairs (12) on opposite sides of the room 
Class seated ; leaving the space between the lines quite open ; the 
teacher standing in the center between the seats of the two head- 
girls. As the game commences, the row of girls furtherest from the 
music rise, and sing the verse, standing quietly, until the word Go, 
when they move forward, keeping step until they reach the other 
girls who are still sitting. At the first word of chorus that portion 
of class rise and stand until the end of the words. Then join hands 
with opposite partners and skip round the center to the same melody, 
singing Tra la la, and seating their partners. The teacher in mean- 
time having removed a chair from both lines, the last couple will be 
left without seats. They skip directly through the center to the 
teacher, who gives them some message or errand, and thus the game 
continues. 



MESSAGE SONG. 



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And when we go make no mistake, 
And keep our memory wide awake, 
When we go on an errand. 
Chorus. — Stand, when you are spoken to, 

And wait to hear the message through, 
And when you start know what to do, 
When you go on an errand. 

When sent to search in every nook, 
Or to get a paper or a book, 
Learn thoroughly for a thing to look, 
When you go on an errand. 
Chorus. — Stand, when you are, etc. 



VIII. 
MUFFIN-RING PLAY. 

Class form in a ring. Each little girl presented with a muffin-ring. 
At a chord they turn to the right. Second chord, form into couples, 
and skipping to the music of a lively galop, come up in three lines, 
partners facing each other, taking hold of both rings ; proceed with 
the ring exercise, as seen in any gymnasium. The following song is 
sung between each exercise : 



MUFFIN SONG. 



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SIXTH LESSON. 14 I 

Silly old hen, to tell it so plain, 

You've laid a new egg, and you feel very vain ; 

Little bright eyes, look sharp in the hay, 

We want some fresh eggs for our muffins to-day. 

Rings over head. 

Plump little hands, you wash them all clean, 
And roll up your sleeves till your elbows are seen ; 
Then in a large apron all cooks should be dressed, 
And now you are ready to learn all the rest. 

Turn. 
Back to back, and rings over head. 
Turn. 

With flour sifted light, salt, milk and yeast, 
You leave them all night ; oh ! what a great feast ! 
They must stand near the fire, all covered up tight, 
With a cloth that is dainty, and snowy, and white. 

Step forward four times, with the rings lifted, and backward four 

times. 

Then when morning comes you beat light the eggs, 
And mix with the batter; oh! mix from the dregs; 
Then into the hot rings you pour them with care ; 
If browned to a turn, what with them can compare? 

•Step forward and back, raising rings, alternately. 

Now you and the hen have done what you could, 
And made us a breakfast so light and so good ; 
But chick's lost her eggs, we've all had our fill ; 
Now don't you wish, chickie, that you had kept still? 

Right feet meet four times; left four; see-saw, with rings. Then 
in first position with the feet; turn the rings. 



142 



KITCHEN GARDEN. 



IX. 

RING PLAY. 

Class form a circle, three little girls in the centre. One little girl 
in the corner, outside the ring. The three children in the centre 
imitate mixing bread, while the class sing the following song: 

OLD COOK. 



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They try to do their very best, 

All mixing bread in one big tray ; 

The old cook came, and they all ran away. 

At the words " ran away " the three in tne centre run to the c jtside 
of the ring, the cook follows them, and the one she catches becomes 
the cook ; and thus the play continues. 



SIXTH LESSON. 

X. 
GOOD MANNERS FOR GIRLS. 



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distance. Rise and sit as the words suggest. At the last verse march 
out and in some convenient door, the first girl holding it open and 
closing it by the knob, after the class retire. 



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Those who say that the day of courtesy is o'er ; 

All the girls that sit here know, when addressed they should rise, so 
Quiet stand, with folded hand, when they're spoken to. 
Tra la la. 

Voices low, where'er they go, always well-bred people show ; 

Those who loudly laugh and talk will often meet rebuke. 
" Strange those people can't conceal all they know and all they feel," 

One can read in every look like an open book. 
Tra la la 

If you're wise, always rise, older friends you surely prize, 

When they come to your home, stand till they sit down. 

Then you, too, may seated be. Never, never cross the knee — 
Let your feet nearly meet, then approved you'll be. 
Tra la la. 

One thing more, hold the door, while your friend goes through before, 

Catch it then by the knob, never let it slam. 
All these little things may be, but small slips begin the tree ; 

And you and I both will try to set our standard high. 
Tra la la. 



SUPPLEMENTARY SONGS 




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Tis when the bell is ringing ; 

There is a time to learn to work, 
And that's the time for singing. 

Chorus. — Come to the Kitchen School, 
Come and learn to do it, 
Come and learn the easy rule, 
And you will never rue it. 

There is a time to sweep a room, 
A time for washing dishes ; 

It need not be a time of gloom, 
Unless a body wishes. — Chorus. 



There is a time to labor hard, 
The seeds of knowledge sowing , 

There is a time for everything, 

And now's the time for going. — Chorus. 



SUPPLEMENTARY SONGS. 



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Mulberry bush, mulberry bush ; 

All around the mulberry bush, 

So early Monday morning. 



This is the way we wash our clothes, 
Wash our clothes, wash our clothes ; 
This is the way we wash our clothes, 
So early Monday morning. 

This is the way we sprinkle our clothes, 
Sprinkle our clothes, sprinkle our clothes ; 
This is the way we sprinkle our clothes, 
So early in the morning. 



150 



KITCHEN GARDEN. 



This is the way we iron our clothes, eta 
So early in the morning. 

This is the way we sweep our room, etc. 
So early in the morning. 

This is the way we scrub our floors, etc. 
So early in the morning. 

This is the way we go to church, etc. 
So early Sunday morning. 



IV. 



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Oh, come to the Kitchen School, 

And learn to work away ! 
Oh, come to the Kitchen School, 

And join your work with play! 
Around us, above us, 

Pure sympathy floats, 
And voices that love us 

Repeat the soft notes. 
Oh, come to the Kitchen School, etc. 



Learn in your early days 

To act a noble part, 
And in all your works and ways 

To do with all your heart ; 
Then you'll always be cheerful, 

Your consciences free, 
And even the tearful 

Have a kind word for thee. 
Oh, come to the Kitchen School, etc. 



PROGRAMME 



FOR 



PUBLIC EXHIBITION 

ILLUSTRATING THE ENTIRE COURSE. 



MARCH. 
First Chord, Piano. — Face teacher 

Song : — " When I was very little" 

Second Chord. — Turn back to teacher. March to seats. Remain 

standing. 
Third Chord. — Take seats. 

First Chord. — Small box to left. 
Second Chord. — Large box to right. 
Third Chord. — Cover off small box. 
Fourth Chord. — Cover off large box. 
Fifth Chord. — Box under board. 

Questions about Laying Cloth 
Sixth Chord. — Lay table-cloth. 

Song : — " Poor little maiden." 
Set tables. 

Questions — Explanation. 

Song : — " See the cook in kitchen.'' 

Arrange dishes for washing. 
First Chord. — Head girl rise. March for dish-pans. Return to 

seats. 
Second Chord. — Take seats. 

i53 



I54 . KITCHEN GARDEN. 



Explanation. 
Song : — " Washing dishes? 
Wash dishes. 
First Chord. — Cover on small box. 
Second Chord. — Pan on box. 
Third Chord. — Large box top of board. 
Fourth Chord. — Fill large box. 
Fifth Chord. — Cover on large box. 
Sixth Chord. — Pan and box and board. 

Questions on Wood Lesson. 
Song :— " Wood" 

Questions on Paper Folding. 
Song : — "Folding? 
Chord. — Rise. March with boards. Get tubs. 

Questions on Washing. 

Sort clothes. 

Song on Washing. 

First Chord. — Hang clothes. 

Second Chord. — Rise. March away with tubs. Back with brushes. 

Scrubbing Song. 

Questions. — Bed-making. 
Song on Bed-making. 

Bed-making to Piano Accompaniment. 
Bed-making Rhyme. 
What do you learn pricking ? 

Pricking Song. 

Questions on Pricking. 
Song : — "Soap and Sand? 






PROGRAMME FOR PUBLIC EXHIBITION. 155 

First Chord. — Rise. March for moulding toys. 
Second Chord. — Be seated. 

Third Chord. — Box off. 
Fourth Chord. — Cover off. 
Fifth Chord. — Toys out. 

What do you learn in moulding ? 

Song : — "Pat-a-cake, pat-a-cake? 

Questions on Moulding. 

Song on Moulding. 

First Chord. — Put up toys. 
Second Chord. — On cover. 

Third Chord. — Rise. March away with toys. Get little sweeping 
things. 

What things are necessary to sweep a room properly ? 
What is a broom made of? 
How should a broom be held ? 
How put away ? 
What is a whisk broom for ? 
What is the hair brush made of? 
Where do the best bristles come from ? 
Of what must you take care in washing it ? 
What is the feather dztstcr made of? 
For what must you use it ? 

Must you use it on the outside of windows and doors ? Why ? 
What is the cloth for? 

In sweeping down stairs, how must you hold the dustpan ? 
When can a room be perfectly clean and yet uninviting ? 

March away with chairs. Tables moved March 
back from ring. 
First Chord. — Turn to right. 
Second Chord. — Two and two. Skip for brooms. 

Broom Exercises. 

Song : — "Broom Brigade." 

Play with Song. — " Waiting on Door!' (two verses). 



156 



KITCHEN GARDEN. 

First Chord. — Turn to right. 
Second Chord. — Two and two. 

First verse of "Clothes Line Song." 

Skip for ropes. 

Clothes Line Exercise. 

Last verse of Song. 

Leave rope and get rings. 
First Chord. — Drop left hand. 
Second Chord. — Turn to right. 
Third Chord. — Two and two. Skip in three lines. 

Muffin-ring Song and Exercise. 
Recitation. 
March out 



Our play is done, our work is o'er, 
Our things are in their places, 

Now to our homes we'll quickly run, 
With happy hearts and faces. 

Good bye ! 



jyi&gg 




SIX LESSONS 

IN 

PROGRESSIVE HOUSEWORK 

FOR 

OLDER PEOPLE 




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PROGRESSIVE HOUSEKEEPING CABINET 



LESSONS IN PROGRESSIVE HOUSEWORK. 



As taught by Miss Emily Huntington, Superintendent of the New York Cooking School. 

Whoever teaches these lessons should introduce them by a short talk upon the influence of women in a home, assuming 
that the girls are coming to an age when they will marry young men in their own walks of life, who are just as anxious to 
have as nice refined homes as they can afford, and lead up the talk to supposing that some of them are engaged and soon 
to be married. Suggest that housekeeping by themselves is far wiser and happier than boarding with people who would 
interfere perhaps and criticise. If their means allow of but two rooms, suggest that the locality of respectable people is 
most important. Suggest the difference between the class of people who come in the neighborhood of a lager beer saloon 
and those who come to a church. Also speak of light and outside air, the top of the house preferable, even at the expense 
of going up long flights of stairs. Then ask when the rooms are found what is the first article of furniture they should put 
into them. Of course it is a stove to heat the water for cleaning, for they would not accept cleaning done by the last 
tenants. On this ground, that they are arranging a little home for themselves and learning how to conduct it economically 
and yet as nicely as their means will allow, the whole lessons are based, and each evening should begin with a talk which 
will lead up to the actual hand work that the pupils will do in accordance with the teacher's direction gathered from the 
teacher's key. 



THESE lessons in progressive 
housework can be taught in any 
large kitchen or room where 
there is a cooking stove and a closet 
to keep the utensils. The lessons are 
arranged for Girls' Clubs and 
Friendly Societies, and are intended 
for young women who have had no 
opportunity to gain the knowledge 
necessary to the comfort of a whole- 
some and happy home. 



I. 

2. 

3- 

4- 
table. 



Outline of Lessons. 

Cleaning in general. 
Cleaning (continued). 
Care of kitchen utensils. 
Setting and serving family 



Bedroom work. 
Order and arrangement 
housework and light upholstery. 



5- 
6. 



of 



LESSON FIRST. 
Cleaning in General. 

Blackboard List. 

Sweeping and dusting an empty 
room. 

Washing paint and windows. 
Blacking stove. 
Making fire. 
Scrubbing floors. 

Arrangement of Class. 
Class seated on one side of room. 



Teacher opposite. 
Blackboard in full sight. 
Table holding working utensils 
near. 

Articles Needed in Lesson First. 

Brooms, dustpan. 
Wisp broom. 
Bristle brushes. 
Feather dusters. 
Stove brush. 
Blacking, saucer. 
Scrubbing brushes. 
Small scrub brush. 
Pails, boards. 
Paper and shavings. 
Kindling wood and coal. 

Cloths. 

Flannels for paint. 

Chamois or flannel for windows. 

Cotton flannel for scrub cloths. 

Cheese cloth dusters. 

Sweeping caps. 

Gingham and flannel aprons. 

Order of Workers. 

Two students clean the blinds. 
Two brush down walls. 
Two wash window paint. 
Two wash all other paint. 
Two wash windows. 
Two scrub table. 
Scrub floor. 
Arrange the fire. 
Blacken the stove. 



'59 



i6o 



Teacher's Key. 
Brushing Blinds. 

Open windows from the top. 

Stand on paper or cloth on the sill 
and brush blinds inside and out with 
bristle brush. 

Stand on floor to do lower parts. 

Fasten the blinds back and close 
the windows. 

Cleaning Walls. 

Cover a broom with a cloth and 
wipe down woodwork and wall in 
straight lines, pressing hard. 

If the cloths become very much 
soiled, they must be shaken or turned 
or a fresh one substituted. 

] I 'ash iug Windows. 

Brush all the sashes with a small 
wisp broom. 

Wipe the windows hard with a dry 
cloth. 

Wash sashes with a cloth dipped in 
warm water. 

Have clean water to wash glass; 
never use soap. 

Use a few drops of ammonia in 
water. Wring out the cloth hard and 
wash one pane at a time, and dry im- 
mediately with dry cloth. 

Polish with tissue or crumpled 
newspaper. 

Sweeping. 

Raise the shades. 

Sweep with windows closed. 

Commencing at corners and edges, 
sweep towards the centre. 

Sweep with short strokes, holding 
broom close to the floor. 

In sweeping stairs, sweep into dust- 
pan, held under every stair. 

Sweep sick room, with cloth on 
broom if floor is bare, or wring out 
cloths in another room and bring in, 
in pails, and rub carpet first with one 
and then another rapidly and quietly. 

Dusting. 

When the dust is settled, open the 
windows. 



Use feather duster to dust all pic- 
tures and ornaments beyond reach. 

Brush upholstered furniture with 
clean wisp broom. 

Use cheese cloth dusters, which 
must be frequently shaken out of the 
window. 

Washing Paint. 

Set pail on a bit of carpet or thick 
cloth, so it will leave no mark. Use 
woolen cloths. 

If new cloth hem or overcast edges. 

A little soda or ammonia in the 
water helps. 

Finger marks can be taken off with 
powdered chalk, sprinkled on a cloth 
which must be flannel. 

Never use soap on white or very 
light paint. 

On hard wood use good soap, and 
change the water very often, and rub 
up and down, washing off the soapy 
lather with the flannel rinsed out in 
the water. 

Follow with a dry cloth. 

Wiping dry and using clean water 
prevents the smeary look sometimes 
seen on paint. 



LESSON SECOND. 

Articles Needed. 

Paper and shavings. 

Coal. 

Kindling wood. 

Blacking. 

Saucer. 

Stove brush. 

Cloths for stove. 

Kitchen knife. 

Pails. 

Scrubbing brushes. 

Soap. 

Scrubbing cloths. 

Blackboard List. 

Laying the fire. 
Blacking stove. 
Scrubbing floor. 



i6i 



Teacher's Key. 
Laying the Fire. 

Before retiring have kindlings ready 
for morning fire. 

Cover the stove and close dampers; 
then turn over the grate gently. 

When the dust ceases to rise, re- 
move the cinders and ashes, to be 
sifted later. 

Brush inside of covers and grate, 
and around flues, removing soot, etc. 

Place rolls of crumpled paper or 
shavings close in front of the fire- 
box. 

Lay on some light sticks, crossing 
them. 

Let some rest upon the side of the 
grate, so that they do not press upon 
the papers. 

Let there be enough wood to come 
to the top of the bricks. 

Replace the covers. 

Blacking Stove. 

Wash the stove all over with clean 
warm water. 

Mix the blacking according to the 
directions on wrapper. 

If the stove is greasy, wash it with 
strong suds and soda over night. 

A little sugar or molasses in the 
mixing will make blacking adhere. 

If the pipe needs blacking, begin 
with that. 

Rub blacking only on the top, 
taking pains to daub into the corners. 

Begin to polish at dryest parts; 
brush vigorously till every part shines. 
Dull spots will rust. 

Open the draughts and light the 
fire. When the wood is burning thor- 
oughly, throw on gently enough coal 
to just cover the wood ; too much coal 
smothers the fire; a few coals leave 
room for a draught. 

Throw on more when these are 
nearly burned, and during the day 
burn cinders saved from sifting ashes. 

Do not lift full coal hod, but put 
coal on with small shovel. 

To renew a fire in a sick room, fill 
paper bags with coal in another room 
and lay on fire. 



A freshly built fire is the best for 
baking. 

When a hot fire is not needed, close 
the draughts to save the coal, but do 
not forget to keep watch of it. 

Scrubbing Floor. 

Scrub with brush, hot water and 
soap, and dry off with a cloth, chang- 
ing the water often. 

Brush in the grain of the wood, and 
back away from the place you are 
scrubbing, leaving a dry place be- 
tween the knees and the wet place at 
least a quarter of a yard wide. 



LESSON THIRD. 

Care of Kitchen Utensils and 
Scouring. 

Blackboard List. 

Kettles and kettle closet. 

Washing of kitchen dishes. 

Towels, holders and aprons. 

Refrigerator. 

Sink, boiler and faucets. 

Arrangement for Class. 

Plenty of hot water. 
Table on which to work. 
Wood, tin, iron and crockery on an- 
other table to be collected. 

Articles Needed. 
Teakettle. 
Dish pan. 
Rinsing pan. 
Dishcloth. 
Chain dishcloth. 
Mixing bowl. 
Wooden bowl. 
Boards. 
Soap, sapolio. 
Soda, sand. 
Wire toaster. 
Kitchen knives. 
Three towels. 
Bath brick. 
Small scrub brush. 
Pail. 

Sink tray. 
Tin coffeepot. 



l62 



Roasting pan. 

Iron frying-pan. 

Iron porcelain-lined saucepan. 

Teacher's Key. 

Have girls collect dishes and ar- 
range in the following order for wash- 
ing woodenware, crockery, tin, iron- 
ware and cutlery and copper. 

Rule. Wash cleanest things first. 

Scouring Wood. 

Wet a soft cloth in hot soapsuds 
and with more soap and a little sand 
scour the wood with the grain. 

Wood will absorb strong flavors, 
which wood ashes, in place of sand, 
will remove. 

Cold water and sand should be used 
on grease spots, as hot water spreads 
the grease. 

Rinse well and dry with a cloth and 
place in the fresh air, not by the stove 
to warp and crack. 

Scouring Tin. 

Wet soft cloth in soapsuds and sand, 
or sapolio, and rub briskly. Rinse in 
hot water and wipe with a dry towel, 
and place near the stove to prevent 
rusting. 

Scouring Iron. 

Put in clean hot suds a small piece 
of washing soda, and wash vessel with 
chain dishcloth, using a skewer and 
dishcloth for corners; use small scrub 
brush kept for the purpose for the 
outside. Dry with a soft towel and 
place near the fire before putting 
away. Porcelain-lined utensils should 
be scoured with a cloth and sapolio, or 
soap and sand. 

Knives can be kept bright by rub- 
bing on a board covered with bath 
brick. A raw potato cut in two and 
dipped into the brick will rub off 
stains. 

Use a hot knife for cutting bread or 
cake. 

Do not use a knife that you desire 
to be kept, around the stove, as heat 
destroys the temper. 



Towels, Holders and Aprons. 

The hand towel should be pinned 
on the roller so it will not turn, and 
wipe the hands on the under side, 
leaving the upper as a cover for the 
soiled part. When it becomes soiled, 
readjust, and soon put on clean one. 
Use soft crash towels for all kitchen 
dishes. Large salt bags bought at the 
grocers can be hemmed for hand 
towels. 

Pieces of unbleached cotton, about 
a yard long, make good towels for 
handling things about the stove, and 
can be washed and ironed as thick 
holders could not. 

Blue and white aprons wear the 
best for kitchen use. 

A flannel apron with a deep hem to 
scrub floors in is very nice. A clean- 
ing apron with deep pockets to hold 
cloths and polishing materials is a 
great convenience. A white apron for 
clean work. 

Refrigerator. 

Wash and dry a refrigerator fre- 
quently, and keep pieces of charcoal 
in the corners. Place the ice on slats 
of wood, or wooden racks, which must 
be! .washed and dried and aired occa- 
sionally. Put borax in the water in 
which you wash the refrigerator. If 
you have not separate compartments, 
keep the butter in a covered dish, and 
milk in glass jar or bottle. Put fish 
in a tight tin pail set in a pan with ice 
rather than in the refrigerator. 

Washing Towels. 

Rinse out the dish pan and put in 
clean hot suds and wash all the glass 
towels, then the brown towels, dish 
cloth and mop. Rinse in clean, hot 
water and hang if possible in the air 
to dry. Wash and dry dish pan. 

Sink. 

Have a good strainer on the sink, 
and take up with a sink strainer all the 
refuse that does not pass through. 

Wash the whole sink with a cloth 
and hot suds. To clean the pipes pour 



1 63 



down a very hot solution of washing 
soda occasionally. Lime spoils the 
pipes. 

Prepare the soda in an old stew pan 
or pot; one quart of soda to four 
quarts of boiling water, stirred with a 
stick and turned into the pipes boiling 
hot. 

Never pour boiling water down a 
frozen pipe; cold water and salt will 
not hurt it. 

Copper Boiler and Faucets. 

These should be cleaned with a 
flannel wet with oxalic acid, or vine- 
gar and salt. 

When the boiler is nearly cold it 
should be rubbed up and down, and 
polished with dry flannel or chamois. 



LESSON FOURTH. 
Table Setting and Serving. 

Blackboard List. 

Family breakfast table. 
Waiting on table. 
Family dinner table. 
Washing china. 
Cleaning silver. 

Arrangement for Class. 

Empty table ready to set. Dining- 
room chairs. Side table with dishes, 
etc. 

Articles Needed. 

One small tray. 

Scissors. 

Six napkins. 

Six dinner dishes. 

Six tumblers. 

Twelve teaspoons. 

Meat platter. 

Two vegetable dishes. 

Coffeepot. 

Milk and water pitchers. 

Butter plates. 

Butter knife. 

Rinsing pan. 

Towels. 



Pails. 

Ammonia. 

Small brush. 

White paper for shelves. 

Tablecloth. 

Six soup plates. 

Pudding dish. 

Six knives and forks. 

Six tablespoons. 

Carving knife and fork. 

Soup tureen. 

Sugar bowl. 

Salt and peppers. 

Butter dish. 

Dish pan. 

Soap. 

Dish mop. 

Whiting. 

Flannels and chamois. 

Sheet brown paper. 

Teacher's Key. 

Have shelves and drawer of china 
closet covered with paper. 

Family table set as follows for 
breakfast: Tablecloth laid, knives, 
forks, glasses and napkins carried on 
small tray, finishing one place at a 
time, cups and saucers in front of the 
mother, and coffeepot, milk pitcher, 
sugar bowl and glass for teaspoons, 
bread plate, butter dish and knife, 
vegetable dish at side. 

Platter in front of the father. 

Class sit and serve each other. 

Clear the table. 

Arrange the dinner table. 

First Course. 

At each place, knife, fork, glass, 
butter plate, napkin, soup spoon and 
piece of bread placed on last, with 
a fork. 

Soup before the lady of the house, 
with plates and ladle. 

Clear first course. 

Second Course. 

Remove soup plates and spoons 
and soup tureen. 

Put on plates and vegetable dishes. 
Platter in front of the man of the 

house. 



164 



Vegetable dishes in front of the 
mother or older members of the fam- 
ily. 

Clear second course. 

Remove plates with knives and 
forks, a plate in each hand; never pile 
together. 

Butter plates and small articles 
gathered and removed on tray, pick- 
ing up pieces of bread with a fork. 

Crumb table. Use napkin and 
plate, or brush and tray. 

Third Course. 

Bring on pudding, placing in front 
of some one else if tea is served by the 
lady of the house. 

Clearing Table. 

First set chairs back from table; 
remove dishes. 

Brush up crumbs. 

Fold cloth in the same creases. 

Arrange dishes for washing. 

Dish pan for hot suds and rinsing 
pan. Glasses first, cups and saucers, 
silver, pitchers, plates and other 
dishes. 

Washing Dishes. 

Make hot suds by stirring the 
water with a piece of soap on a fork. 
Roll the glasses in the suds, polish 
with a fine towel, and place them on a 
tray to put away. Handle with a 
towel. The same with the silver, 
dropping it from the towel to a plate. 

Use the dish mop or cloth for every- 
thing but the glasses. 

Handle with brown towel in the 
same way. Finish by washing tow- 
els and dish pan. 

Suggestions. 

Colored doylies under each plate, 
instead of the tablecloth, or to pro- 
tect it at children's places. 

The lady of the house rises first 
from the table. 

A regular time for a meal and all 
assembling is important as often as it 
is practicable. 

Spread small piece of bread at a 



time, and do it on plate instead of on 
cloth or hand. Lay knife and fork 
together across plate when finished, 
and teaspoon in saucer of cup. 

Cleaning Silver. 

Lay large piece of paper on table. 
Mix whiting or powdered chalk in 
saucer with water and a few drops of 
ammonia or alcohol to the thickness 
of cream. With sponge or small 
cloth smear the articles, then with a 
dry flannel rub hard, beginning with 
the dryest article. 

Polish with dry flannel or chamois, 
or pieces of old kid gloves. Rub 
powder out of creases with a soft 
brush. Table salt rubbed on silver 
will remove egg stains. 



LESSON FIFTH. 

Bedroom Work. 

Blackboard List. 

Making and care of beds, cleaning 
of bedroom, invalid's bed. 

Arrangement of Class. 

Toy bed and two chairs on a table. 
Bed clothes ready to put on. 

Articles Needed. 
Bedstead. 
Pillows. 
Two chairs. 
Blankets. 
Mattress. 
Bolster case. 
Bed stick. 
Spread. 
Bolster. 
Pillow cases. 
Sheets. 

Teacher's Key. 

Show how mattress can be made 
with flat seams on the edges, that will 
not hold dust, as made in Germany. 
How it can be made in two pieces, 
one a perfect square, to wear better, 
and to turn more easily. 

Speak of the heming of the sheets 



i65 



and the cutting apart and binding of 
blankets. 

Have pupils put on cases to bol- 
ster and pillows. 

Explain how a mattress can be 
protected by a cover, which can be 
easily washed and ironed. 

Explain the use of bed stick to 
smooth wrinkles on the far off side. 

How a bed is made. 

Have pupils make it. Show how 
to air it. 

Rules for Weekly Cleaning of Bedroom. 

Brush the mattresses, then the 
spring bed and bedstead. Make up 
the bedi and cover it. 

Dust ornaments and small furni- 
ture and remove from the room. 
Brush or. wipe all furniture to be left, 
and cover with sweeping sheets. 

Brush curtains and put in calico 
bag. 

Dust with the tall feather duster. 

Brush around the edges of carpet 
and heavy furniture with wisp broom. 

Sweep the room. 

Wash the hearth, the baseboard, 
doors and shutters. Clean the wash- 
stand and dust generally. 

Open windows top and bottom, to 
air. 

Wash windows, glass globes and 
mirrors. 

Put ornaments and furniture back 
into place. 

Question: How should a room 
look when properly cleaned? 

Changing Invalid's Sheets. 
Roll the lower sheet lengthwise of 
the bed, up close to the patient. Lay 
the clean sheet, rolled in the same 
way, close beside it, and work the 
rolls under the person, drawing away 
the soiled sheet. 

Upper Sheet. 
Lay upper sheet with the blankets, 
and place over the bed clothes al- 
ready on the patient. Tuck firmly 
in at one side of the bedstead, and 
draw out the clothes not needed from 
the foot of the bed. 



Cleansing of Bedstead. 
Take a bedstead apart and wash it 
thoroughly, then paint it with a 
strong solution of corrosive sublimate 
in February or March. Should 
trouble appear, cleanse in the same 
way, painting rough places in slats or 
bedstead, to fill up the cracks, and 
watch daily. Cracks about the base- 
board near bed should be filled with 
plaster of Paris. 

To Sweep Invalid's Room. 
A bare floor or matting should be 
swept with a broom, covered with a 
coarse linen bag. For a carpet, have 
a pail filled with coarse towels rung 
out in water, and wipe the carpet rap- 
idly. 

To Replenish Fire in Invalid's Room. 

Take into the room a basket with 
paper bags filled with coal and lay 
them gently on the fire. 

Ventilating the Room. 

Open the window and close it upon 
a board about a finger's length in 
width, allowing the air to come in at 
the open space at the top. A flannel 
cloth tacked on the window sill and 
window sash will let the air in with- 
out blowing on the patient. 

An umbrella placed between air 
or light and patient will prove a com- 
fort. 



LESSON SIXTH. 

Daily Work and Light Up- 
holstery. 

Blackboard List. 
Winter work. 
Light upholstery. 
Summer work. 
Bills of fare. 

Articles Needed. 
Hammer and tacks. 
Moss. 

Upholsterer's needle. 
Muslin. 



i66 



Small wooden box. 

Webbing. 

Twine. 

Leather or cloth. 

Scissors. 

Toy chair and table. 

Teacher's Key. 

It is desirable to have a regular or- 
der of work; no family is well 
brought up without it. Many little 
things help to make things smooth. 

Let us begin our day in the even- 
ing; the children are in bed, mother 
must soon retire, and if breakfast is 
provided for, her sleep will be sweeter 
and the next day more comfortable 
for all the family. Putting to rights 
the dining-room will greatly help. 
Then looking over any meat that will 
do for breakfast, cold meat cut thin 
across the grain and laid orderly upon 
a platter is appetizing on a hot morn- 
ing. 

A hash of fresh meat cut free from 
gristle and chopped fine, with a little 
flour and salt, shaken in while chop- 
ping, may be put in a bowl and cov- 
ered with a plate, ready for the morn- 
ing. 

i Potatoes left soaking in water, even 
if not pared, will be improved. 

Have kindlings and coal all ready 
for the fire, leaving the blacking 
soaking, and drop the grate of stove 
if the fire is not needed'. 

When you rise, throw off all the 
bed clothes, wash and partly dress, 
then rouse children and teach and 
help them to dress while you finish 
dressing, open windows, carry away 
soiled water, lay fire, blacken stove, 
fill the kettle, light the fire, brush up 
hearth, sweep out kitchen and get 
breakfast. 

It is important to teach a family to 
sit down at every meal, particularly 
breakfast, at the same time, also to 
give thanks and to ask to be excused 
if any one has to leave before the 
meal is over. 

When finished put away butter, 



milk and all food, and if impossible 
to wash dishes at once, scrape them 
neatly and leave them soaking in 
water. In hot weather a house- 
keeper may in this way leave a neat 
kitchen, with the sun closed out, 
while she goes to market or makes 
the beds. 

A corned beef hash, or any salt 
meat, can be made one-third meat 
and two-thirds potato, but a fresh 
meat hash is better all meat. 

Save soap grease for soft soap. The 
following is a recipe that will make 
no odor in the house: 

Dissolve three pounds of potash in 
three quarts of water. Put the pot- 
ash in a lump in an old saucepan, 
pour the boiling water on it, set it on 
the stove and let it dissolve.' It may 
take several hours. Stir it occasion- 
ally with a stick. Put three pounds 
of clean fat in a tub or small barrel. 
When the potash is dissolved pour it 
on the fat. Stir well and leave it. 

The next day pour at least a gal- 
lon of boiling water to this, stirring 
thoroughly. Do this every morning 
until the soap and water when cold 
looks like a stiff jelly, and loses every 
appearance of grease. The soap will 
be ready for use in about nine days. 

Light Upholstery. 

A woman can make many com- 
fortable pretty additions to her furni- 
ture if she learns how to do light up- 
holstery. A shoe box covered with 
a pretty chintz, the hinges made of 
leather or stiff cloth, is a great con- 
venience, and if nicely stuffed will 
make a good seat. The seat of an 
old chair can be replaced by nailing 
strips of webbing across and interlac- 
ing them, and then with twine and a 
crooked needle fastening the moss 
or hair. After the cover is tacked 
on, the edges can be covered with 
gimp, pasted on with; fish glue. 
Pretty dressing tables can be made of 
packing boxes with a flounce of 
chintz. 



167 

STARCHING. 

The starch rule in the first lessons can be followed, only the starch 
should be strained through a cheese-cloth and may be used hot or 
cold, but the hotter the starch is the better it will iron, and the stiffer 
it will be. For ladies' garments there should be no starch in waist- 
bands. This is so important that at large laundries the bands of all 
starched garments are re-washed after starching. 

Shirt bosoms, collars and cuffs, and wristbands are the only parts 
of men's garments to be starched. These at a laundry are laid on a 
firm table covered lightly with a piece of unbleached muslin, and the 
starch applied with the hand, thoroughly rubbed in, and hung to dry. 
Ladies' garments are simply dipped into the starch and then wrung out. 

SPRINKLING AND FOLDING. 

Household linen, and all unstarched articles, sheets, pillow-cases, 
etc.. are folded right side out, sprinkled lightly, rolled up tightly, 
and packed in a basket. 

Table linen is folded carefully, and made more damp than the mus- 
lin articles, also rolled tightly. 

Starched clothing, wearing apparel, is folded, sprinkled quite damp, 
and rolled up in cloth. Separate collars and cuffs should be laid in 
a dampened sheet or cloth, the whole rolled up and placed under a 
heavy weight, if possible, for an hour before ironing. 

The collars and cuffs should not be piled one upon another, but 
laid singly over half the dampened cloth, then the other half laid over, 
and folded in a roll, which will keep them straight and flat. 

IRONING LESSON. 

Blackboard List 

For Class Work. 

5 flat-irons for every 2 pupils. 

2 holders for each pupil. 

1 flat-iron rest for each pupil. 

1 wiper for each pupil. 

% yd. flannel for each pupil (for embroidery). 

sleeve boards ] 

skirt boards j- conveniently at hand ; 

bosom boards 1 

also ironing tables 



1 68 

The irons should be washed in a pail of warm water and thor- 
oughly dried before heating. Ironing sheet and holders perfectly sweet 
and clean. A basket of clothes, previously prepared by sprinkling, 
folding, etc., for teaching the class. 

RULE FOR IRONING A TABLE-CLOTH OR SHEET. 

Table-cloth. 

But one side is ironed. When it was sprinkled it was folded 
right side out, and in this form it must be drawn on the ironing table 
toward the ironer, from the clothes basket, which stands upon the 
floor near. After ironing one-half, turn and press the other half, fold- 
ing as you iron. 

Sheets are done in the same manner. 

IRONING A RUFFLED SKIRT 

Slip the skirt upon the skirt board, the basket beneath holding the 
unironed part ; the ruffle should be pressed first, passing the iron from 
the lower edge of the garment upward into the gathers or band. Iron 
any embroidered trimming always on the wrong side upon a piece of 
flannel. 

IRONING SHIRTS. 

If there are several shirts, iron collar bands, sleeve bands and 
bosoms first, one after another, and hang upon the clothes rack. 
When the last one is done, finish up the bodies in order, and fold. 

Collars and cuffs when removed from the dampened sheet should 
be taken one at a time, pulled straight, and laid on the ironing table 
wrong side up, covered with a thin cloth, and the iron passed over sev- 
eral times. Then remove cloth, turn right side up, and press hard and 
quickly many times ; turn over again, and again iron till smooth and 
stiff and dry. 

In all these lessons in actual work, practice and experience are the 
most important factors. No theory can accomplish the desired results. 
In all the trials and successes you have the hearty good wishes and 
cordial interest of the author. 




FOR UTENSILS, FURNITURE AND BOOKS 
APPLY DIRECTLY TO 



MISS EMILY HUNTINGTON 

Formerly of Wilson Mission, New York City 



Post-Office Address, United Charities Building 
Fourth Avenue, corner 22d Street, Room 916 
New York City 



OCT 7 1901 



LIBRARY OF CONGRESS 
I III III I 




Hit lumUj U I St IH mill] I uv-i\ 



